Strategies for Teaching Children with Autism to Imitate Response Chains Using Video Modeling

ERIC Educational Resources Information Center

Tereshko, Lisa; MacDonald, Rebecca; Ahearn, William H.

2010-01-01

Video modeling has been found to be an effective procedure for teaching a variety of skills to persons with autism, however, some individuals do not learn through video instruction. The purpose of the current investigation was to teach children with autism, who initially did not imitate a video model, to construct three toy structures through the…

Teaching Daily Living Skills to Seven Individuals with Severe Intellectual Disabilities: A Comparison of Video Prompting to Video Modeling

ERIC Educational Resources Information Center

Cannella-Malone, Helen I.; Fleming, Courtney; Chung, Yi-Cheih; Wheeler, Geoffrey M.; Basbagill, Abby R.; Singh, Angella H.

2011-01-01

We conducted a systematic replication of Cannella-Malone et al. by comparing the effects of video prompting to video modeling for teaching seven students with severe disabilities to do laundry and wash dishes. The video prompting and video modeling procedures were counterbalanced across tasks and participants and compared in an alternating…

Comparing Video Modeling and Graduated Guidance Together and Video Modeling Alone for Teaching Role Playing Skills to Children with Autism

ERIC Educational Resources Information Center

Akmanoglu, Nurgul; Yanardag, Mehmet; Batu, E. Sema

2014-01-01

Teaching play skills is important for children with autism. The purpose of the present study was to compare effectiveness and efficiency of providing video modeling and graduated guidance together and video modeling alone for teaching role playing skills to children with autism. The study was conducted with four students. The study was conducted…

Using Video Modeling and Video Prompting to Teach Core Academic Content to Students with Learning Disabilities

ERIC Educational Resources Information Center

Kellems, Ryan O.; Edwards, Sean

2016-01-01

Practitioners are constantly searching for evidence-based practices that are effective in teaching academic skills to students with learning disabilities (LD). Video modeling (VM) and video prompting have become popular instructional interventions for many students across a wide range of different disability classifications, including those with…

Teaching paediatric basic life support in medical schools using peer teaching or video demonstration: A prospective randomised trial.

PubMed

Stephan, Frederik; Groetschel, Hanjo; Büscher, Anja K; Serdar, Deniz; Groes, Kjell A; Büscher, Rainer

2018-05-13

The outcome of children with an out-of-hospital cardiac arrest is still poor, but bystander cardiopulmonary resuscitation can increase survival and minimise severe neurological sequelae. While teaching basic life support is standardised in emergency medicine classes, paediatric basic life support (PBLS) in neonates and toddlers is under-represented in paediatric curricula during university education. The appropriate mixture of E-learning and peer teaching lessons remains controversial in teaching paediatric basic skills. However, an increasing number of medical schools and paediatric classes switch their curricula to much cheaper and less tutor-dependent E-learning modules. We hypothesise that a peer teaching lesson is superior to a PBLS video demonstration with co-extensive contents and improves knowledge, skills and adherence to resuscitation guidelines. Eighty-eight medical students were randomly assigned to a video PBLS lesson (n = 44) or a peer teaching group (n = 44). An objective structured clinical examination was performed immediately after the class and at the end of the semester. Students taught by a peer teacher performed significantly better immediately after the initial course and at the end of the semester when compared to the video-trained group (P = 0.008 and P = 0.003, respectively). In addition, a borderline regression analysis also revealed a better resuscitation performance of students instructed in the peer teaching group. In our setting, peer teaching is superior and more sustainable than a co-extensive video demonstration alone when teaching PBLS to medical students. However, additional studies with combinations of different teaching methods are necessary to evaluate long-term outcomes. © 2018 Paediatrics and Child Health Division (The Royal Australasian College of Physicians).

Aspects of Video Movie English Teaching.

ERIC Educational Resources Information Center

Wood, David John

1999-01-01

A discussion of the use of movies on videotape in the English-as-a-Second-Language (ESL) classroom begins with a brief review of the history and emergence of videotape recordings as a popular technology. The advantages of video as a language teaching aid are then examined, including its instructional flexibility, exposure to paralinguistic…

Teaching introductory undergraduate physics using commercial video games

NASA Astrophysics Data System (ADS)

Mohanty, Soumya D.; Cantu, Sergio

2011-09-01

Commercial video games are increasingly using sophisticated physics simulations to create a more immersive experience for players. This also makes them a powerful tool for engaging students in learning physics. We provide some examples to show how commercial off-the-shelf games can be used to teach specific topics in introductory undergraduate physics. The examples are selected from a course taught predominantly through the medium of commercial video games.

Using Behavioral Skills Training and Video Rehearsal to Teach Blackjack Skills

ERIC Educational Resources Information Center

Speelman, Ryan C.; Whiting, Seth W.; Dixon, Mark R.

2015-01-01

A behavioral skills training procedure that consisted of video instructions, video rehearsal, and video testing was used to teach 4 recreational gamblers a specific skill in playing blackjack (sometimes called "card counting"). A multiple baseline design was used to evaluate intervention effects on card-counting accuracy and chips won or…

Outcomes of Video-Assisted Teaching for Latching in Postpartum Women: A Randomized Controlled Trial.

PubMed

Sroiwatana, Suttikamon; Puapornpong, Pawin

2018-04-25

Latching is an important process of breastfeeding and should be taught and practiced by the postpartum mother. The objective is to compare latching outcomes between video-assisted and routine teaching methods among postpartum women. A randomized controlled trial was conducted. Postpartum women who had deliveries without complications were randomized into two groups: 14 cases in the video-assisted teaching group and 14 cases in a routine teaching group. In the first group, the mothers were taught breastfeeding benefits, latching methods, and breastfeeding positions and practiced breastfeeding in a controlled setting for a 30-minute period and watched a 6-minute video with consistent content. In the second group, the mothers were taught a normal 30-minute period and then practiced breastfeeding. In both groups, Latching on, Audible swallowing, the Type of nipples, Comfort, and Help (LATCH) scores were assessed at 24-32 and 48-56 hours after the breastfeeding teaching modals. Demographic data and LATCH scores were collected and analyzed. There were no statistically significant differences in the mothers' ages, occupations, marital status, religion, education, income, infants' gestational age, body mass index, nipple length, route of delivery, and time to first latching between the video-assisted and routine breastfeeding teaching groups. First and second LATCH score assessments had shown no significant differences between both breastfeeding teaching groups. The video-assisted breastfeeding teaching did not improve latching outcomes when it was compared with routine teaching.

Veterinary students' usage and perception of video teaching resources

PubMed Central

2011-01-01

Background The purpose of our study was to use a student-centred approach to develop an online video learning resource (called 'Moo Tube') at the School of Veterinary Medicine and Science, University of Nottingham, UK and also to provide guidance for other academics in the School wishing to develop a similar resource in the future. Methods A focus group in the format of the nominal group technique was used to garner the opinions of 12 undergraduate students (3 from year-1, 4 from year-2 and 5 from year-3). Students generated lists of items in response to key questions, these responses were thematically analysed to generate key themes which were compared between the different year groups. The number of visits to 'Moo Tube' before and after an objective structured practical examination (OSPE) was also analysed to provide data on video usage. Results Students highlighted a number of strengths of video resources which can be grouped into four overarching themes: (1) teaching enhancement, (2) accessibility, (3) technical quality and (4) video content. Of these themes, students rated teaching enhancement and accessibility most highly. Video usage was seen to significantly increase (P < 0.05) prior to an examination and significantly decrease (P < 0.05) following the examination. Conclusions The students had a positive perception of video usage in higher education. Video usage increases prior to practical examinations. Image quality was a greater concern with year-3 students than with either year-1 or 2 students but all groups highlighted the following as important issues: i) good sound quality, ii) accessibility, including location of videos within electronic libraries, and iii) video content. Based on the findings from this study, guidelines are suggested for those developing undergraduate veterinary videos. We believe that many aspects of our list will have resonance in other areas of medicine education and higher education. PMID:21219639

Veterinary students' usage and perception of video teaching resources.

PubMed

Roshier, Amanda L; Foster, Neil; Jones, Michael A

2011-01-10

The purpose of our study was to use a student-centred approach to develop an online video learning resource (called 'Moo Tube') at the School of Veterinary Medicine and Science, University of Nottingham, UK and also to provide guidance for other academics in the School wishing to develop a similar resource in the future. A focus group in the format of the nominal group technique was used to garner the opinions of 12 undergraduate students (3 from year-1, 4 from year-2 and 5 from year-3). Students generated lists of items in response to key questions, these responses were thematically analysed to generate key themes which were compared between the different year groups. The number of visits to 'Moo Tube' before and after an objective structured practical examination (OSPE) was also analysed to provide data on video usage. Students highlighted a number of strengths of video resources which can be grouped into four overarching themes: (1) teaching enhancement, (2) accessibility, (3) technical quality and (4) video content. Of these themes, students rated teaching enhancement and accessibility most highly. Video usage was seen to significantly increase (P < 0.05) prior to an examination and significantly decrease (P < 0.05) following the examination. The students had a positive perception of video usage in higher education. Video usage increases prior to practical examinations. Image quality was a greater concern with year-3 students than with either year-1 or 2 students but all groups highlighted the following as important issues: i) good sound quality, ii) accessibility, including location of videos within electronic libraries, and iii) video content. Based on the findings from this study, guidelines are suggested for those developing undergraduate veterinary videos. We believe that many aspects of our list will have resonance in other areas of medicine education and higher education.

Using Interactive Video-Based Teaching to Improve Nursing Students' Ability to Provide Patient-Centered Discharge Teaching.

PubMed

Blazeck, Alice M; Katrancha, Elizabeth; Drahnak, Dawn; Sowko, Lucille Ann; Faett, Becky

2016-05-01

Nursing students rarely are afforded the opportunity to provide discharge teaching in the acute care environment, especially at the sophomore level. Three video modules were developed that presented examples of effective and ineffective education for patients with complex chronic conditions. Students viewed modules during postconference using portable technology. A training manual that included objectives, lesson plans, evidence-based teaching points, and a discussion model guided presentation. The modules were presented to 216 sophomore nursing students. Following course completion, 20 students and 10 faculty were randomly selected to participate in two focus groups. Students commented positively on the format and illustration of effective teaching. Faculty rated the teaching strategy positively and the format as easy to use. Interactive video modules can be used to foster patient teaching skills early in the nursing curriculum. Future studies are needed to evaluate the ability to transfer skills learned to the clinical setting. [J Nurs Educ. 2016;55(5):296-299.]. Copyright 2016, SLACK Incorporated.

Teaching autistic children conversational speech using video modeling.

PubMed Central

Charlop, M H; Milstein, J P

1989-01-01

We assessed the effects of video modeling on acquisition and generalization of conversational skills among autistic children. Three autistic boys observed videotaped conversations consisting of two people discussing specific toys. When criterion for learning was met, generalization of conversational skills was assessed with untrained topics of conversation; new stimuli (toys); unfamiliar persons, siblings, and autistic peers; and other settings. The results indicated that the children learned through video modeling, generalized their conversational skills, and maintained conversational speech over a 15-month period. Video modeling shows much promise as a rapid and effective procedure for teaching complex verbal skills such as conversational speech. PMID:2793634

Content-Based Indexing and Teaching Focus Mining for Lecture Videos

ERIC Educational Resources Information Center

Lin, Yu-Tzu; Yen, Bai-Jang; Chang, Chia-Hu; Lee, Greg C.; Lin, Yu-Chih

2010-01-01

Purpose: The purpose of this paper is to propose an indexing and teaching focus mining system for lecture videos recorded in an unconstrained environment. Design/methodology/approach: By applying the proposed algorithms in this paper, the slide structure can be reconstructed by extracting slide images from the video. Instead of applying…

Watching Oneself Teach--Long-Term Effects of Teachers' Reflections on Their Video-Recorded Teaching

ERIC Educational Resources Information Center

Harlin, Eva-Marie

2014-01-01

This study examines changes in teaching habits reported by teachers when they see themselves on video. It is a longitudinal study in which 43 student teachers participated in the first step during their teacher education. When the teachers saw themselves teaching, they were surprised by certain habits and wrote that they wanted to change them. Two…

Teaching surgical skills using video internet communication in a resource-limited setting.

PubMed

Autry, Amy M; Knight, Sharon; Lester, Felicia; Dubowitz, Gerald; Byamugisha, Josaphat; Nsubuga, Yosam; Muyingo, Mark; Korn, Abner

2013-07-01

To study the feasibility and acceptability of using video Internet communication to teach and evaluate surgical skills in a low-resource setting. This case-controlled study used video Internet communication for surgical skills teaching and evaluation. We randomized intern physicians rotating in the Obstetrics and Gynecology Department at Mulago Hospital at Makerere University in Kampala, Uganda, to the control arm (usual practice) or intervention arm (three video teaching sessions with University of California, San Francisco faculty). We made preintervention and postintervention videos of all interns tying knots using a small video camera and uploaded the files to a file hosting service that offers cloud storage. A blinded faculty member graded all of the videos. Both groups completed a survey at the end of the study. We randomized 18 interns with complete data for eight in the intervention group and seven in the control group. We found score improvement of 50% or more in six of eight (75%) interns in the intervention group compared with one of seven (14%) in the control group (P=.04). Scores declined in five of the seven (71%) controls but in none in the intervention group. Both intervention and control groups used attendings, colleagues, and the Internet as sources for learning about knot-tying. The control group was less likely to practice knot-tying than the intervention group. The trainees and the instructors felt this method of training was enjoyable and helpful. Remote teaching in low-resource settings, where faculty time is limited and access to visiting faculty is sporadic, is feasible, effective, and well-accepted by both learner and teacher. II.

Using Video to Enhance Reflective Practice: Student Teachers' Dialogic Examination of Their Own Teaching

ERIC Educational Resources Information Center

Sydnor, Jackie

2016-01-01

In this qualitative study, five student teachers engaged in dialogic viewing of video of their own teaching with their university supervisor. The questions guiding this research included: (1) What do teacher candidates notice as they watch videos of themselves teaching in the company of their university supervisor?; (2) How does dialogic viewing…

The TIMSS 1999 Video Study and the Reform of Mathematics Teaching. Invited Commentary.

ERIC Educational Resources Information Center

Cooney, Thomas J.

2003-01-01

The report on the Third International Mathematics and Science Study (TIMSS) Video Study of mathematics teaching demonstrates the complexity of teaching as it provides lessons about conservatism and the role of reform in mathematics teaching. (SLD)

Referentiality in Secondary Teachers' Video Observation of Others' Teaching

ERIC Educational Resources Information Center

Lussi Borer, Valérie; Flandin, Simon; Muller, Alain

2018-01-01

This article presents a study of individual video-based educational sessions with secondary trainee teachers (N = 30) observing others' teaching. Within a Peircian semiotic framework, the study was designed to deepen the researchers' understanding of video-enhanced experience in educational settings beyond the usual research areas of noticing,…

Comparison of Video and Live Modeling in Teaching Response Chains to Children with Autism

ERIC Educational Resources Information Center

Ergenekon, Yasemin; Tekin-Iftar, Elif; Kapan, Alper; Akmanoglu, Nurgul

2014-01-01

Research has shown that video and live modeling are both effective in teaching new skills to children with autism. An adapted alternating treatments design was used to compare the effectiveness and efficiency of video and live modeling in teaching response chains to three children with autism. Each child was taught two chained skills; one skill…

Effects of a Short Video-Based Resident-as-Teacher Training Toolkit on Resident Teaching.

PubMed

Ricciotti, Hope A; Freret, Taylor S; Aluko, Ashley; McKeon, Bri Anne; Haviland, Miriam J; Newman, Lori R

2017-10-01

To pilot a short video-based resident-as-teacher training toolkit and assess its effect on resident teaching skills in clinical settings. A video-based resident-as-teacher training toolkit was previously developed by educational experts at Beth Israel Deaconess Medical Center, Harvard Medical School. Residents were recruited from two academic hospitals, watched two videos from the toolkit ("Clinical Teaching Skills" and "Effective Clinical Supervision"), and completed an accompanying self-study guide. A novel assessment instrument for evaluating the effect of the toolkit on teaching was created through a modified Delphi process. Before and after the intervention, residents were observed leading a clinical teaching encounter and scored using the 15-item assessment instrument. The primary outcome of interest was the change in number of skills exhibited, which was assessed using the Wilcoxon signed-rank test. Twenty-eight residents from two academic hospitals were enrolled, and 20 (71%) completed all phases of the study. More than one third of residents who volunteered to participate reported no prior formal teacher training. After completing two training modules, residents demonstrated a significant increase in the median number of teaching skills exhibited in a clinical teaching encounter, from 7.5 (interquartile range 6.5-9.5) to 10.0 (interquartile range 9.0-11.5; P<.001). Of the 15 teaching skills assessed, there were significant improvements in asking for the learner's perspective (P=.01), providing feedback (P=.005), and encouraging questions (P=.046). Using a resident-as-teacher video-based toolkit was associated with improvements in teaching skills in residents from multiple specialties.

A comparison of peer video modeling and self video modeling to teach textual responses in children with autism.

PubMed

Marcus, Alonna; Wilder, David A

2009-01-01

Peer video modeling was compared to self video modeling to teach 3 children with autism to respond appropriately to (i.e., identify or label) novel letters. A combination multiple baseline and multielement design was used to compare the two procedures. Results showed that all 3 participants met the mastery criterion in the self-modeling condition, whereas only 1 of the participants met the mastery criterion in the peer-modeling condition. In addition, the participant who met the mastery criterion in both conditions reached the criterion more quickly in the self-modeling condition. Results are discussed in terms of their implications for teaching new skills to children with autism.

A COMPARISON OF PEER VIDEO MODELING AND SELF VIDEO MODELING TO TEACH TEXTUAL RESPONSES IN CHILDREN WITH AUTISM

PubMed Central

Marcus, Alonna; Wilder, David A

2009-01-01

Peer video modeling was compared to self video modeling to teach 3 children with autism to respond appropriately to (i.e., identify or label) novel letters. A combination multiple baseline and multielement design was used to compare the two procedures. Results showed that all 3 participants met the mastery criterion in the self-modeling condition, whereas only 1 of the participants met the mastery criterion in the peer-modeling condition. In addition, the participant who met the mastery criterion in both conditions reached the criterion more quickly in the self-modeling condition. Results are discussed in terms of their implications for teaching new skills to children with autism. PMID:19949521

Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD

ERIC Educational Resources Information Center

Spriggs, Amy D.; Gast, David L.; Knight, Victoria F.

2016-01-01

The purpose of this study was to evaluate both video modeling and observational learning to teach age-appropriate recreation and leisure skills (i.e., accessing video games) to students with autism spectrum disorder. Effects of video modeling were evaluated via a multiple probe design across participants and criteria for mastery were based on…

Teaching with Stereoscopic Video: Opportunities and Challenges

NASA Astrophysics Data System (ADS)

Variano, Evan

2017-11-01

I will present my work on creating stereoscopic videos for fluid pedagogy. I discuss a variety of workflows for content creation and a variety of platforms for content delivery. I review the qualitative lessons learned when teaching with this material, and discuss outlook for the future. This work was partially supported by the NSF award ENG-1604026 and the UC Berkeley Student Technology Fund.

Teaching physical activities to students with significant disabilities using video modeling.

PubMed

Cannella-Malone, Helen I; Mizrachi, Sharona V; Sabielny, Linsey M; Jimenez, Eliseo D

2013-06-01

The objective of this study was to examine the effectiveness of video modeling on teaching physical activities to three adolescents with significant disabilities. The study implemented a multiple baseline across six physical activities (three per student): jumping rope, scooter board with cones, ladder drill (i.e., feet going in and out), ladder design (i.e., multiple steps), shuttle run, and disc ride. Additional prompt procedures (i.e., verbal, gestural, visual cues, and modeling) were implemented within the study. After the students mastered the physical activities, we tested to see if they would link the skills together (i.e., complete an obstacle course). All three students made progress learning the physical activities, but only one learned them with video modeling alone (i.e., without error correction). Video modeling can be an effective tool for teaching students with significant disabilities various physical activities, though additional prompting procedures may be needed.

Examining the Effects of Video Modeling and Prompts to Teach Activities of Daily Living Skills.

PubMed

Aldi, Catarina; Crigler, Alexandra; Kates-McElrath, Kelly; Long, Brian; Smith, Hillary; Rehak, Kim; Wilkinson, Lisa

2016-12-01

Video modeling has been shown to be effective in teaching a number of skills to learners diagnosed with autism spectrum disorders (ASD). In this study, we taught two young men diagnosed with ASD three different activities of daily living skills (ADLS) using point-of-view video modeling. Results indicated that both participants met criterion for all ADLS. Participants did not maintain mastery criterion at a 1-month follow-up, but did score above baseline at maintenance with and without video modeling. • Point-of-view video models may be an effective intervention to teach daily living skills. • Video modeling with handheld portable devices (Apple iPod or iPad) can be just as effective as video modeling with stationary viewing devices (television or computer). • The use of handheld portable devices (Apple iPod and iPad) makes video modeling accessible and possible in a wide variety of environments.

Teaching Splinting Techniques Using a Just-in-Time Training Instructional Video.

PubMed

Cheng, Yu-Tsun; Liu, Deborah R; Wang, Vincent J

2017-03-01

Splinting is a multistep procedure that is seldom performed by primary care physicians. Just-in-time training (JITT) is an emerging teaching modality and can be an invaluable asset for infrequently performed procedures or in locations where teaching resources and trained professionals are limited. Our objective was to determine the utility of JITT for teaching medical students the short-arm (SA) volar splinting technique. This was a prospective randomized controlled pilot study. An instructional video on SA volar splinting was produced. Students viewed the video or had access to standard medical textbooks (control group) immediately before applying an SA volar splint. The students were assessed for the quality of the splint via a standard 6-point skills checklist. The times required for presplinting preparation and for completion of the splint were also measured. Just-in-time training group students scored higher on the splint checklist (mean [SD], 5.45 [1.06]; 95% confidence interval [CI], 4.99-5.92 vs mean [SD], 1.58 [1.12]; 95% CI, 1.04-2.12; P < 0.0001), had higher pass rates (73%; 95% CI, 53%-93% vs 0%; P < 0.0001), and required less time (minutes) for presplinting preparation (mean [SD], 7.86 [2.45]; 95% CI, 6.78-8.94 vs mean [SD], 9.89 [0.46]; 95% CI, 9.67-10.12; P < 0.0001) compared with the control group. No difference was seen in the time required to complete a splint, successful or not. In comparison with reading standard textbooks, watching a brief JITT instructional video before splinting yielded faster learning times combined with more successful procedural skills. The use of a JITT instructional video may have potential applications, including globally, as an alternative resource for teaching and disseminating procedural skills, such as SA volar splinting.

The Impact of Video Case Content on Preservice Elementary Teachers' Decision-Making and Conceptions of Effective Science Teaching

ERIC Educational Resources Information Center

Olson, Joanne K.; Bruxvoort, Crystal N.; Vande Haar, Andrea J.

2016-01-01

Little is known about how the content of a video case influences what preservice teachers learn about science teaching. This study was designed to determine the impact of two different video cases on preservice elementary teachers' conceptions of multiple aspects of effective science teaching, with one video selected to focus attention on the role…

Perceptions of Pre-Service Teachers of Using Video Games as Teaching Tools

ERIC Educational Resources Information Center

Bensiger, Joy

2012-01-01

Teachers' beliefs and perceptions are very critical to the integration of video games in the classrooms. This study was conducted to investigate the perceptions of pre-service teachers in using video games as one of their teaching tools. Along with this initial purpose, the intent was to understand the anticipated barriers involved in…

Using Video Models to Teach Students with Disabilities to Play the Wii

ERIC Educational Resources Information Center

Sherrow, Lauren A.; Spriggs, Amy D.; Knight, Victoria F.

2016-01-01

This study investigated effects of video modeling (VM) when teaching recreation and leisure skills to three high school students with moderate intellectual disabilities and autism spectrum disorder. Results, evaluated via a multiple probe across participants design, indicated that VM was effective for teaching all students to play the Wii.…

A Proposal for Improving Classroom Teaching: Lessons from the TIMSS Video Study.

ERIC Educational Resources Information Center

Hiebert, James; Stigler, James W.

2000-01-01

The Third International Mathematics and Science Study Video Study of Teaching compared teacher development systems in the U.S., Japan, and Germany. Findings indicated that many American teachers believe they are changing the way they teach while they retain traditional practices. A research and development system was proposed for improving…

Video Coaching as an Efficient Teaching Method for Surgical Residents-A Randomized Controlled Trial.

PubMed

Soucisse, Mikael L; Boulva, Kerianne; Sideris, Lucas; Drolet, Pierre; Morin, Michel; Dubé, Pierre

As surgical training is evolving and operative exposure is decreasing, new, effective, and experiential learning methods are needed to ensure surgical competency and patient safety. Video coaching is an emerging concept in surgery that needs further investigation. In this randomized controlled trial conducted at a single teaching hospital, participating residents were filmed performing a side-to-side intestinal anastomosis on cadaveric dog bowel for baseline assessment. The Surgical Video Coaching (SVC) group then participated in a one-on-one video playback coaching and debriefing session with a surgeon, during which constructive feedback was given. The control group went on with their normal clinical duties without coaching or debriefing. All participants were filmed making a second intestinal anastomosis. This was compared to their first anastomosis using a 7-category-validated technical skill global rating scale, the Objective Structured Assessment of Technical Skills. A single independent surgeon who did not participate in coaching or debriefing to the SVC group reviewed all videos. A satisfaction survey was then sent to the residents in the coaching group. Department of Surgery, HôpitalMaisonneuve-Rosemont, tertiary teaching hospital affiliated to the University of Montreal, Canada. General surgery residents from University of Montreal were recruited to take part in this trial. A total of 28 residents were randomized and completed the study. After intervention, the SVC group (n = 14) significantly increased their Objective Structured Assessment of Technical Skills score (mean of differences 3.36, [1.09-5.63], p = 0.007) when compared to the control group (n = 14) (mean of differences 0.29, p = 0.759). All residents agreed or strongly agreed that video coaching was a time-efficient teaching method. Video coaching is an effective and efficient teaching intervention to improve surgical residents' technical skills. Crown Copyright © 2017. Published by Elsevier

Video-Stimulated Recall as a Facilitator of a Pre-Service Teacher's Reflection on Teaching and Post-Teaching Supervision Discussion--"A Case Study from Finland"

ERIC Educational Resources Information Center

Lutovac, Sonja; Kaasila, Raimo; Juuso, Hannu

2015-01-01

The use of video in learning to teach is not new. The vast body of research shows that both pre-service and in-service teachers benefit from analyzing video lessons conducted by experienced teachers, their peers, or themselves. In this narrative case study, we analyze one post-teaching supervision discussion about a mathematics lesson. The study…

Video- or text-based e-learning when teaching clinical procedures? A randomized controlled trial.

PubMed

Buch, Steen Vigh; Treschow, Frederik Philip; Svendsen, Jesper Brink; Worm, Bjarne Skjødt

2014-01-01

This study investigated the effectiveness of two different levels of e-learning when teaching clinical skills to medical students. Sixty medical students were included and randomized into two comparable groups. The groups were given either a video- or text/picture-based e-learning module and subsequently underwent both theoretical and practical examination. A follow-up test was performed 1 month later. The students in the video group performed better than the illustrated text-based group in the practical examination, both in the primary test (P<0.001) and in the follow-up test (P<0.01). Regarding theoretical knowledge, no differences were found between the groups on the primary test, though the video group performed better on the follow-up test (P=0.04). Video-based e-learning is superior to illustrated text-based e-learning when teaching certain practical clinical skills.

Use of videos to support teaching and learning of clinical skills in nursing education: A review.

PubMed

Forbes, Helen; Oprescu, Florin I; Downer, Terri; Phillips, Nicole M; McTier, Lauren; Lord, Bill; Barr, Nigel; Alla, Kristel; Bright, Peter; Dayton, Jeanne; Simbag, Vilma; Visser, Irene

2016-07-01

Information and communications technology is influencing the delivery of education in tertiary institutions. In particular, the increased use of videos for teaching and learning clinical skills in nursing may be a promising direction to pursue, yet we need to better document the current research in this area of inquiry. The aim of this paper was to explore and document the current areas of research into the use of videos to support teaching and learning of clinical skills in nursing education. The four main areas of current and future research are effectiveness, efficiency, usage, and quality of videos as teaching and learning materials. While there is a clear need for additional research in the area, the use of videos seems to be a promising, relevant, and increasingly used instructional strategy that could enhance the quality of clinical skills education. Copyright © 2016 Elsevier Ltd. All rights reserved.

Phys FilmMakers: teaching science students how to make YouTube-style videos

NASA Astrophysics Data System (ADS)

Coates, Rebecca L.; Kuhai, Alvina; Turlej, Laurence Z. J.; Rivlin, Tom; McKemmish, Laura K.

2018-01-01

Phys FilmMakers (PFM) is a new type of course in which a science expert and science communicator partner teach physics students how to make YouTube-style videos on cutting-edge scientific research within the university department. Here, we describe this new course, outline its key components and provide recommendations for others considering implementing a similar FilmMakers-style course using feedback from course tutors and students. We discuss successful and less successful teaching techniques as well as use our experience to identify areas that science students in particular often have difficulties: finding an interesting ‘hook’ for the video, imagining creative B-roll and making a succinct video by removing extraneous (though usually correct and often interesting) material. The course has two major components: workshop sessions in which students learn the key elements of film-making and independent video production where PFM students partner with senior PhD or post-doc researchers to produce a video on their research. This partnership with the department means that the videos produced serve not only as interesting ‘edutainment’ to encourage teenagers and young adults into Science, Technology, Engineering and Maths subjects, but also provide valuable outreach for the academic department.

Nanotechnology and Closed Captioned Videos: Improving Opportunities for Teaching Science to ESL Students

ERIC Educational Resources Information Center

Kumar, David Devraj; Scarola, Kimberly

2006-01-01

This paper argues in favor of Closed Captioned Video technology for incorporating nanotechnology as part of teaching science to English as a Second Language (ESL) students. Nanotechnology deals with particles with diameters 1-50 nm and provides a macro-context for science instruction. Closed Captioned Videos provide an effective tool for…

Use of Video Modeling and Video Prompting Interventions for Teaching Daily Living Skills to Individuals with Autism Spectrum Disorders: A Review

ERIC Educational Resources Information Center

Gardner, Stephanie; Wolfe, Pamela

2013-01-01

Identifying methods to increase the independent functioning of individuals with autism spectrum disorders (ASD) is vital in enhancing their quality of life; teaching students with ASD daily living skills can foster independent functioning. This review examines interventions that implement video modeling and/or prompting to teach individuals with…

Advantage of three dimensional animated teaching over traditional surgical videos for teaching ophthalmic surgery: a randomised study.

PubMed

Prinz, A; Bolz, M; Findl, O

2005-11-01

Owing to the complex topographical aspects of ophthalmic surgery, teaching with conventional surgical videos has led to a poor understanding among medical students. A novel multimedia three dimensional (3D) computer animated program, called "Ophthalmic Operation Vienna" has been developed, where surgical videos are accompanied by 3D animated sequences of all surgical steps for five operations. The aim of the study was to assess the effect of 3D animations on the understanding of cataract and glaucoma surgery among medical students. Set in the Medical University of Vienna, Department of Ophthalmology, 172 students were randomised into two groups: a 3D group (n=90), that saw the 3D animations and video sequences, and a control group (n=82), that saw only the surgical videos. The narrated text was identical for both groups. After the presentation, students were questioned and tested using multiple choice questions. Students in the 3D group found the interactive multimedia teaching methods to be a valuable supplement to the conventional surgical videos. The 3D group outperformed the control group not only in topographical understanding by 16% (p<0.0001), but also in theoretical understanding by 7% (p<0.003). Women in the 3D group gained most by 19% over the control group (p<0.0001). The use of 3D animations lead to a better understanding of difficult surgical topics among medical students, especially for female users. Gender related benefits of using multimedia should be further explored.

Using Video as a Stimulus to Reveal Elementary Teachers' Mathematical Knowledge for Teaching

ERIC Educational Resources Information Center

Barlow, Angela T.; Gaddy, Angeline K.; Baxter, Wesley A.

2017-01-01

The purpose of this article is to explore the usefulness of a video-based tool for measuring teachers' mathematical knowledge for teaching. Unique to this tool is the use of a video featuring a mathematical disagreement that occurred in an elementary classroom. The authors define mathematical disagreements as instances in which students challenge…

Seeing responsibility: can neuroimaging teach us anything about moral and legal responsibility?

PubMed

Wasserman, David; Johnston, Josephine

2014-01-01

As imaging technologies help us understand the structure and function of the brain, providing insight into human capabilities as basic as vision and as complex as memory, and human conditions as impairing as depression and as fraught as psychopathy, some have asked whether they can also help us understand human agency. Specifically, could neuroimaging lead us to reassess the socially significant practice of assigning and taking responsibility? While responsibility itself is not a psychological process open to investigation through neuroimaging, decision-making is. Over the past decade, different researchers and scholars have sought to use neuroimaging (or the results of neuroimaging studies) to investigate what is going on in the brain when we make decisions. The results of this research raise the question whether neuroscience-especially now that it includes neuroimaging-can and should alter our understandings of responsibility and our related practice of holding people responsible. It is this question that we investigate here. © 2014 by The Hastings Center.

Monkeycam See--Monkeycam Do: Considering Reflexive Aesthetics in the Teaching of Film and Video Production.

ERIC Educational Resources Information Center

Gutenko, Gregory

While in some respects it has never been easier to teach film and video production, in other respects it has never been more difficult and beset with inconsistencies. For instance, pervasive advertising products of the video networks (i.e., epic scale commercials and music videos) frequently engage in the anarchy of postmodern excess, making it…

Effectiveness of Video Modeling Provided by Mothers in Teaching Play Skills to Children with Autism

ERIC Educational Resources Information Center

Besler, Fatma; Kurt, Onur

2016-01-01

Video modeling is an evidence-based practice that can be used to provide instruction to individuals with autism. Studies show that this instructional practice is effective in teaching many types of skills such as self-help skills, social skills, and academic skills. However, in previous studies, videos used in the video modeling process were…

Use of Video Modeling to Teach Vocational Skills to Adolescents and Young Adults with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Allen, Keith D.; Wallace, Dustin P.; Renes, Diana; Bowen, Scott L.; Burke, Ray V.

2010-01-01

As part of a collaborative project between a University Center for Excellence in Developmental Disabilities and a local private business, we examined the effects of video modeling to teach vocational skills to four adolescents and young adults with Autism Spectrum Disorders. Video modeling was used to teach the participants to wear a WalkAround[R]…

"Bacon Brains": Video Games for Teaching the Science of Addiction

ERIC Educational Resources Information Center

Epstein, Joel; Noel, Jeffrey; Finnegan, Megan; Watkins, Kate

2016-01-01

Researchers have developed many different computerized interventions designed to teach students about the dangers of substance use. Following in this tradition, we produced a series of video games called "Bacon Brains." However, unlike many other programs, ours focused on the "Science of Addiction," providing lessons on how…

Using Research-Based Video-Cases to Help Pre-Service Primary Teachers Conceptualize a Contemporary View of Mathematics Teaching

ERIC Educational Resources Information Center

Lin, Pi-Jen

2005-01-01

The study inquired into the effect of research-based video-cases on pre-service teachers conceptualizing their understanding of contemporary mathematics teaching. The 43 participants enrolled in a Mathematics Method Course viewed and discussed 5 video-cases of primary teachers teaching. Journal entries, lesson plans, and microteaching observations…

Video- or text-based e-learning when teaching clinical procedures? A randomized controlled trial

PubMed Central

Buch, Steen Vigh; Treschow, Frederik Philip; Svendsen, Jesper Brink; Worm, Bjarne Skjødt

2014-01-01

Background and aims This study investigated the effectiveness of two different levels of e-learning when teaching clinical skills to medical students. Materials and methods Sixty medical students were included and randomized into two comparable groups. The groups were given either a video- or text/picture-based e-learning module and subsequently underwent both theoretical and practical examination. A follow-up test was performed 1 month later. Results The students in the video group performed better than the illustrated text-based group in the practical examination, both in the primary test (P<0.001) and in the follow-up test (P<0.01). Regarding theoretical knowledge, no differences were found between the groups on the primary test, though the video group performed better on the follow-up test (P=0.04). Conclusion Video-based e-learning is superior to illustrated text-based e-learning when teaching certain practical clinical skills. PMID:25152638

Effectiveness of Teaching Naming Facial Expression to Children with Autism via Video Modeling

ERIC Educational Resources Information Center

Akmanoglu, Nurgul

2015-01-01

This study aims to examine the effectiveness of teaching naming emotional facial expression via video modeling to children with autism. Teaching the naming of emotions (happy, sad, scared, disgusted, surprised, feeling physical pain, and bored) was made by creating situations that lead to the emergence of facial expressions to children…

Development and evaluation of an interactive dental video game to teach dentin bonding.

PubMed

Amer, Rafat S; Denehy, Gerald E; Cobb, Deborah S; Dawson, Deborah V; Cunningham-Ford, Marsha A; Bergeron, Cathia

2011-06-01

Written and clinical tests compared the change in clinical knowledge and practical clinical skill of first-year dental students watching a clinical video recording of the three-step etch-and-rinse resin bonding system to those using an interactive dental video game teaching the same procedure. The research design was a randomized controlled trial with eighty first-year dental students enrolled in the preclinical operative dentistry course. Students' change in knowledge was measured through written examination using a pre-test and a post-test, as well as clinical tests in the form of a benchtop shear bond strength test. There was no statistically significant difference between teaching methods in regards to change in either knowledge or clinical skills, with one minor exception relating to the wetness of dentin following etching. Students expressed their preference for an interactive self-paced method of teaching.

Elevating Student Potential: Creating Digital Video to Teach Neurotransmission

PubMed Central

Jarvinen, Michael K.; Jarvinen, Lamis Z.

2012-01-01

Students today have unprecedented access to technology, the Internet, and social media. Their nearly ubiquitous use of these platforms is well documented. Given that today’s students may be primed to learn using a different medium, incorporating various technological elements into the classroom in a manner compatible with traditional approaches to teaching becomes a challenge. We recently designed and implemented a strategy that capitalized on this knowledge. Students in their first neuroscience course were required to create a 3–5 minute digital video using video-making freeware available on any Mac or PC. They used images, text, animation, as well as downloaded music to describe the fundamental process of neurotransmission as it applies to a topic of their choice. In comparison to students taught using other more traditional approaches to demonstrate the process of neurotransmission, we observed that students who took part in the video-making project exhibited better understanding of the neurological process at multiple levels, as defined by Bloom’s revised taxonomy. This was true even of students who had no aspirations of pursuing a Neuroscience career, thus suggesting that there was an overall increased level of student engagement regardless of personal career interests. The utility of our approach was validated by both direct and indirect assessments. Importantly, this particular strategy to teaching difficult concepts offers a high degree of flexibility allowing it to potentially be incorporated into any upper-level Neuroscience course. PMID:23493934

Teaching methotrexate self-injection with a web-based video maintains patient care while reducing healthcare resources: a pilot study.

PubMed

Katz, Steven J; Leung, Sylvia

2015-01-01

The aim of the study was to compare standard nurse-led methotrexate self-injection patient education to a web-based methotrexate self-injection education video in conjunction with standard teaching on patient self-confidence for self-injection, as well as patient satisfaction, patient knowledge and teaching time. Consecutive rheumatology patients seen for methotrexate self-injection education were enrolled. Prior to education, patient self-confidence for self-injection, age, gender and education were recorded. Patients were randomized 1:1 to standard teaching or the intervention: a 12-min methotrexate self-injection education video followed by further in-person nurse education. Patients recorded their post-education confidence for self-injection, satisfaction with the teaching process and answered four specific questions testing knowledge on methotrexate self-injection. The time spent providing direct education to the patient was recorded. Twenty-nine patients participated in this study: 15 had standard (C) teaching and 14 were in the intervention group (I). Average age, gender and education level were similar in both groups. Both groups were satisfied with the quality of teaching. There was no difference in pre-confidence (C = 5.5/10 vs. I = 4.7/10, p = 0.44) or post-confidence (C = 8.8, I = 8.8, p = 0.93) between the groups. There was a trend toward improved patient knowledge in the video group versus the standard group (C = 4.7/6, I = 5.5/6, p = 0.15). Nurse teaching time was less in the video group (C = 60 min, I = 44 min, p = 0.012), with men requiring longer education time than women across all groups. An education video may be a good supplement to standard in-person nurse teaching for methotrexate self-injection. It equals the standard teaching practise with regard to patient satisfaction, confidence and knowledge while decreasing teaching time by 25 %.

Advantage of three dimensional animated teaching over traditional surgical videos for teaching ophthalmic surgery: a randomised study

PubMed Central

Prinz, A; Bolz, M; Findl, O

2005-01-01

Background/aim: Owing to the complex topographical aspects of ophthalmic surgery, teaching with conventional surgical videos has led to a poor understanding among medical students. A novel multimedia three dimensional (3D) computer animated program, called “Ophthalmic Operation Vienna” has been developed, where surgical videos are accompanied by 3D animated sequences of all surgical steps for five operations. The aim of the study was to assess the effect of 3D animations on the understanding of cataract and glaucoma surgery among medical students. Method: Set in the Medical University of Vienna, Department of Ophthalmology, 172 students were randomised into two groups: a 3D group (n = 90), that saw the 3D animations and video sequences, and a control group (n = 82), that saw only the surgical videos. The narrated text was identical for both groups. After the presentation, students were questioned and tested using multiple choice questions. Results: Students in the 3D group found the interactive multimedia teaching methods to be a valuable supplement to the conventional surgical videos. The 3D group outperformed the control group not only in topographical understanding by 16% (p<0.0001), but also in theoretical understanding by 7% (p<0.003). Women in the 3D group gained most by 19% over the control group (p<0.0001). Conclusions: The use of 3D animations lead to a better understanding of difficult surgical topics among medical students, especially for female users. Gender related benefits of using multimedia should be further explored. PMID:16234460

YouTube videos as a teaching tool and patient resource for infantile spasms.

PubMed

Fat, Mary Jane Lim; Doja, Asif; Barrowman, Nick; Sell, Erick

2011-07-01

The purpose of this study was to assess YouTube videos for their efficacy as a patient resource for infantile spasms. Videos were searched using the terms infantile spasm, spasm, epileptic spasm, and West syndrome. The top 25 videos under each term were selected according to set criteria. Technical quality, diagnosis of infantile spasms, and suitability as a teaching resource were assessed by 2 neurologists using the Medical Video Rating Scale. There were 5858 videos found. Of the 100 top videos, 46% did not meet selection criteria. Mean rating for technical quality was 4.0 of 5 for rater 1 and 3.9 of 5 for rater 2. Raters found 60% and 64% of videos to accurately portray infantile spasms, respectively, with significant agreement (Cohen κ coefficient = 0.75, P < .001). Ten videos were considered excellent examples (grading of 5 of 5) by at least 1 rater. YouTube may be used as an excellent patient resource for infantile spasms if guided search practices are followed.

Gaming the Past: Using Video Games to Teach Secondary History

ERIC Educational Resources Information Center

McCall, Jeremiah

2011-01-01

Despite the growing number of books designed to radically reconsider the educational value of video games as powerful learning tools, there are very few practical guidelines conveniently available for prospective history and social studies teachers who actually want to use these teaching and learning tools in their classes. As the games and…

Teaching parents about responsive feeding through a vicarious learning video: A pilot randomized controlled trial

USDA-ARS?s Scientific Manuscript database

The American Academy of Pediatrics and World Health Organization recommend responsive feeding (RF) to promote healthy eating behaviors in early childhood. This project developed and tested a vicarious learning video to teach parents RF practices. A RF vicarious learning video was developed using com...

Use of Video Modeling to Teach Adolescents with an Intellectual Disability to Film Their Own Video Prompts

ERIC Educational Resources Information Center

Shepley, Sally B.; Smith, Katie A.; Ayres, Kevin M.; Alexander, Jennifer L.

2017-01-01

Self-instruction for individuals with an intellectual disability can be viewed as a pivotal skill in that once learned this skill has collateral effects on future behaviors in various environments. This study used a multiple probe across participants design to evaluate video modeling to teach high school students with an intellectual disability to…

Using Comprehensive Video-Module Instruction as an Alternative Approach for Teaching IUD Insertion.

PubMed

Garcia-Rodriguez, Juan Antonio; Donnon, Tyrone

2016-01-01

Family medicine clinicians and residents have increasing educational and work demands that have made it difficult to provide and access training on specific procedures such as IUD insertion. The purpose of this study was to determine whether the use of video-module instruction could provide residents with the necessary knowledge and skills to perform an IUD insertion correctly when compared with the traditional form of instruction, which is a lecture-demonstration session provided by an academic gynecologist. Thirty-nine family medicine residents participated in the study during the induction period at the beginning of their residency program in July 2012 at the University of Calgary. A randomized, two group pretest/posttest experimental research design was used to compare the procedural knowledge and skills performance (posttest only) of residents trained using an alternative instructional intervention (video-module teaching) with the traditional lecture-demonstration approach to teaching IUD insertion. Both teaching methods were effective in providing procedural knowledge instruction, and the paired-samples t tests results were almost identical: t (37)=1.35. On the other hand, performance scores were significantly higher in the video-module group: t (37)=2.37, 95% CI (0.61, 8.00), with a mean difference in performance of 4.31. There were no significant differences in residents' satisfaction scores, and there was no correlation between the different scores and sex or age or between performance and level of satisfaction. This video-module instruction is an effective method to provide comprehensive IUD insertion training, and the psychomotor skills gain (performance component) was significantly higher than the traditional method of instruction.

A Discourse Analytic Approach to Video Analysis of Teaching: Aligning Desired Identities with Practice

ERIC Educational Resources Information Center

Schieble, Melissa; Vetter, Amy; Meacham, Mark

2015-01-01

The authors present findings from a qualitative study of an experience that supports teacher candidates to use discourse analysis and positioning theory to analyze videos of their practice during student teaching. The research relies on the theoretical concept that learning to teach is an identity process. In particular, teachers construct and…

Computer-Based Video Instruction To Teach Persons with Moderate Intellectual Disabilities To Read Grocery Aisle Signs and Locate Items.

ERIC Educational Resources Information Center

Mechling, Linda C.; Gast, David L.; Langone, John

2002-01-01

A study evaluated use of computer-based video instruction to teach generalized reading of grocery store aisle signs and the location of the corresponding grocery items to four students (ages 9-17) mental retardation. The computer-based video program was successful in teaching generalized reading of signs and the location of items. (Contains…

A Practical Strategy for Teaching a Child with Autism to Attend to and Imitate a Portable Video Model

ERIC Educational Resources Information Center

Plavnick, Joshua B.

2012-01-01

Video modeling is an effective and efficient methodology for teaching new skills to individuals with autism. New technology may enhance video modeling as smartphones or tablet computers allow for portable video displays. However, the reduced screen size may decrease the likelihood of attending to the video model for some children. The present…

Video Modeling and Observational Learning to Teach Gaming Access to Students with ASD.

PubMed

Spriggs, Amy D; Gast, David L; Knight, Victoria F

2016-09-01

The purpose of this study was to evaluate both video modeling and observational learning to teach age-appropriate recreation and leisure skills (i.e., accessing video games) to students with autism spectrum disorder. Effects of video modeling were evaluated via a multiple probe design across participants and criteria for mastery were based on these results. Secondary measures were collected on observational learning across participants and behaviors. Participants included 4 children with autism, ages 8-11, who were served in self-contained special education classrooms. Results indicated a functional relation between video modeling and increased independence in gaming; observational learning occurred for at least some steps across students. Results, implications for practitioners, limitations, and ideas for future research are discussed.

Teaching Parents about Responsive Feeding through a Vicarious Learning Video: A Pilot Randomized Controlled Trial

ERIC Educational Resources Information Center

Ledoux, Tracey; Robinson, Jessica; Baranowski, Tom; O'Connor, Daniel P.

2018-01-01

The American Academy of Pediatrics and World Health Organization recommend responsive feeding (RF) to promote healthy eating behaviors in early childhood. This project developed and tested a vicarious learning video to teach parents RF practices. A RF vicarious learning video was developed using community-based participatory research methods.…

Teaching Parents About Responsive Feeding Through a Vicarious Learning Video: A Pilot Randomized Controlled Trial.

PubMed

Ledoux, Tracey; Robinson, Jessica; Baranowski, Tom; O'Connor, Daniel P

2018-04-01

The American Academy of Pediatrics and World Health Organization recommend responsive feeding (RF) to promote healthy eating behaviors in early childhood. This project developed and tested a vicarious learning video to teach parents RF practices. A RF vicarious learning video was developed using community-based participatory research methods. Fifty parents of preschoolers were randomly assigned to watch Happier Meals or a control video about education. Knowledge and beliefs about RF practices were measured 1 week before and immediately after intervention. Experimental group participants also completed measures of narrative engagement and video acceptability. Seventy-four percent of the sample was White, 90% had at least a college degree, 96% were married, and 88% made >$50,000/year. RF knowledge increased ( p = .03) and positive beliefs about some unresponsive feeding practices decreased ( ps < .05) more among experimental than control parents. Knowledge and belief changes were associated with video engagement ( ps < .05). Parents perceived Happier Meals as highly relevant, applicable, and informative. Community-based participatory research methods were instrumental in developing this vicarious learning video, with preliminary evidence of effectiveness in teaching parents about RF. Happier Meals is freely available for parents or community health workers to use when working with families to promote healthy eating behaviors in early childhood.

[Video-based self-control in surgical teaching. A new tool in a new concept].

PubMed

Dahmen, U; Sänger, C; Wurst, C; Arlt, J; Wei, W; Dondorf, F; Richter, B; Settmacher, U; Dirsch, O

2013-10-01

Image and video-based results and process control are essential tools of a new teaching concept for conveying surgical skills. The new teaching concept integrates approved teaching principles and new media. Every performance of exercises is videotaped and the result photographically recorded. The quality of the process and result becomes accessible for an analysis by the teacher and the student/learner. The learner is instructed to perform a criteria-based self-analysis of the video and image material by themselves. The new learning concept has so far been successfully applied in seven rounds within the newly designed modular class "Intensivkurs Chirurgische Techniken" (Intensive training of surgical techniques). Result documentation and analysis via digital picture was completed by almost every student. The quality of the results was high. Interestingly the result quality did not correlate with the time needed for the exercise. The training success had a lasting effect. The new and elaborate concept improves the quality of teaching. In the long run resources for patient care should be saved when training students according to this concept prior to performing tasks in the operating theater. These resources should be allocated for further refining innovative teaching concepts.

Video-assisted structured teaching to improve aseptic technique during neuraxial block.

PubMed

Friedman, Z; Siddiqui, N; Mahmoud, S; Davies, S

2013-09-01

Teaching epidural catheter insertion tends to focus on developing manual dexterity rather than improving aseptic technique which usually remains poor despite increasing experience. The aim of this study was to compare epidural aseptic technique performance, by novice operators after a targeted teaching intervention, with operators taught aseptic technique before the intervention was initiated. Starting July 2008, two groups of second-year anaesthesia residents (pre- and post-teaching intervention) performing their 4-month obstetric anaesthesia rotation in a university affiliated centre were videotaped three to four times while performing epidural procedures. Trained blinded independent examiners reviewed the procedures. The primary outcome was a comparison of aseptic technique performance scores (0-30 points) graded on a scale task-specific checklist. A total of 86 sessions by 29 residents were included in the study analysis. The intraclass correlation coefficient for inter-rater reliability for the aseptic technique was 0.90. The median aseptic technique scores for the rotation period were significantly higher in the post-intervention group [27.58, inter-quartile range (IQR) 22.33-29.50 vs 16.56, IQR 13.33-22.00]. Similar results were demonstrated when scores were analysed for low, moderate, and high levels of experience throughout the rotation. Procedure-specific aseptic technique teaching, aided by video assessment and video demonstration, helped significantly improve aseptic practice by novice trainees. Future studies should consider looking at retention over longer periods of time in more senior residents.

Setting the Stage for Developing Pre-service Teachers' Conceptions of Good Science Teaching: The role of classroom videos

NASA Astrophysics Data System (ADS)

Wong, Siu Ling; Yung, Benny Hin Wai; Cheng, Man Wai; Lam, Kwok Leung; Hodson, Derek

2006-01-01

This paper reports findings about a curriculum innovation conducted at The University of Hong Kong. A CD-ROM consisting of videos of two lessons by different teachers demonstrating exemplary science teaching was used to elicit conceptions of good science teaching of student-teachers enrolled for the 1-year Postgraduate Diploma in Education at several stages during the programme. It was found that the videos elicited student-teachers’ conceptions and had impact on those conceptions prior to the commencement of formal instruction. It has extended student-teachers’ awareness of alternative teaching methods and approaches not experienced in their own schooling, broadened their awareness of different classroom situations, provided proof of existence of good practices, and prompted them to reflect on their current preconceptions of good science teaching. In several ways, the videos acted as a catalyst in socializing the transition of student-teachers from the role of student to the role of teacher.

Teaching Leisure Skills to an Adult with Developmental Disabilities Using a Video Prompting Intervention Package

ERIC Educational Resources Information Center

Chan, Jeffrey Michael; Lambdin, Lindsay; Van Laarhoven, Toni; Johnson, Jesse W.

2013-01-01

The current study used a video prompting plus least-to-most prompting treatment package to teach a 35-year-old Caucasian man with Down Syndrome three leisure skills. Each leisure skill was task analyzed and the researchers created brief videos depicting the completion of individual steps. Using a multiple probe across behaviors design, the video…

Online Instructional Videos as a Complimentary Method of Teaching Practical Rehabilitation Skills for Groups and Individuals

ERIC Educational Resources Information Center

Cooper, Darren; Higgins, Steve; Beckmann, Nadin

2017-01-01

Online instructional videos are becoming increasingly common within education. This study adopts a quasi-experimental 2 × 2 crossover design (control and experimental groups) to evaluate the efficacy of instructional videos to teach practical rehabilitation skills. The students performed practical sessions in class and were formatively assessed by…

The Use of Video Feedback in Teaching Process-Approach EFL Writing

ERIC Educational Resources Information Center

Özkul, Sertaç; Ortaçtepe, Deniz

2017-01-01

This experimental study investigated the use of video feedback as an alternative to feedback with correction codes at an institution where the latter was commonly used for teaching process-approach English as a foreign language (EFL) writing. Over a 5-week period, the control and the experimental groups were provided with feedback based on…

Effect of implementing instructional videos in a physical examination course: an alternative paradigm for chiropractic physical examination teaching.

PubMed

Zhang, Niu; Chawla, Sudeep

2012-01-01

This study examined the effect of implementing instructional video in ophthalmic physical examination teaching on chiropractic students' laboratory physical examination skills and written test results. Instructional video clips of ophthalmic physical examination, consisting of both standard procedures and common mistakes, were created and used for laboratory teaching. The video clips were also available for student review after class. Students' laboratory skills and written test results were analyzed and compared using one-way analysis of variance (ANOVA) and post hoc multiple comparison tests among three study cohorts: the comparison cohort who did not utilize the instructional videos as a tool, the standard video cohort who viewed only the standard procedure of video clips, and the mistake-referenced video cohort who viewed video clips containing both standard procedure and common mistakes. One-way ANOVA suggested a significant difference of lab results among the three cohorts. Post hoc multiple comparisons further revealed that the mean scores of both video cohorts were significantly higher than that of the comparison cohort (p < .001). There was, however, no significant difference of the mean scores between the two video cohorts (p > .05). However, the percentage of students having a perfect score was the highest in the mistake-referenced video cohort. There was no significant difference of written test scores among all three cohorts (p > .05). The instructional video of the standard procedure improves chiropractic students' ophthalmic physical examination skills, which may be further enhanced by implementing a mistake-referenced instructional video.

Customized Videos on a YouTube Channel: A beyond the Classroom Teaching and Learning Platform for General Chemistry Courses

ERIC Educational Resources Information Center

Ranga, Jayashree S.

2017-01-01

Videos are an integral part of online courses. In this study, customized YouTube videos were explored as teaching and learning materials in place of face-to-face discussion sessions in General Chemistry courses. The videos were created using a budget-friendly and interactive app on an iPad. The customized YouTube videos were available to students…

Collaborative and Competitive Video Games for Teaching Computing in Higher Education

ERIC Educational Resources Information Center

Smith, Spencer; Chan, Samantha

2017-01-01

This study measures the success of using a collaborative and competitive video game, named Space Race, to teach computing to first year engineering students. Space Race is played by teams of four, each with their own tablet, collaborating to compete against the other teams in the class. The impact of the game on student learning was studied…

A Stream Runs through IT: Using Streaming Video to Teach Information Technology

ERIC Educational Resources Information Center

Nicholson, Jennifer; Nicholson, Darren B.

2010-01-01

Purpose: The purpose of this paper is to report student and faculty perceptions from an introductory management information systems course that uses multimedia, specifically streaming video, as a vehicle for teaching students skills in Microsoft Excel and Access. Design/methodology/approach: Student perceptions are captured via a qualitative…

Teaching Science in Five Countries: Results From the TIMSS 1999 Video Study. Statistical Analysis Report. NCES 2006-011

ERIC Educational Resources Information Center

Roth, Kathleen J.; Druker, Stephen L.; Garnier, Helen E.; Lemmens, Meike; Chen, Catherine; Kawanaka, Takako; Rasmussen, Dave; Trubacova, Svetlana; Warvi, Dagmar; Okamoto, Yukari; Stigler, James; Gallimore, Ronald

2006-01-01

This report presents the results of a study of eighth-grade science teaching, conducted as part of the Third International Mathematics and Science Study (TIMSS) 1999 Video Study. The Video Study is a supplement to the TIMSS 1999 student assessment, a successor to the TIMSS 1995 student assessment. The TIMSS 1999 Video Study had the broad purpose…

Using of Video Modeling in Teaching a Simple Meal Preparation Skill for Pupils of Down Syndrome

ERIC Educational Resources Information Center

AL-Salahat, Mohammad Mousa

2016-01-01

The current study aimed to identify the impact of video modeling upon teaching three pupils with Down syndrome the skill of preparing a simple meal (sandwich), where the training was conducted in a separate classroom in schools of normal students. The training consisted of (i) watching the video of an intellectually disabled pupil, who is…

Neuroimaging Research with Children: Ethical Issues and Case Scenarios

ERIC Educational Resources Information Center

Coch, Donna

2007-01-01

There are few available resources for learning and teaching about ethical issues in neuroimaging research with children, who constitute a special and vulnerable population. Here, a brief review of ethical issues in developmental research, situated within the emerging field of neuroethics, highlights the increasingly interdisciplinary nature of…

From Seeing to Believing: Using Instructional Video to Develop Culturally Responsive Teaching

ERIC Educational Resources Information Center

Fullam, Jordan P.

2017-01-01

Purpose: This paper aims to explore the potential for instructional video to build capacity in culturally responsive teaching, and outline an approach developed at NYU's Metropolitan Center for Research on Equity and the Transformation of Schools (Metro Center) for using inquiry-based, teacher-led teams to study, develop and film culturally…

Turning Lemons into Lemonade: Teaching Assistive Technology through Wikis and Embedded Video

ERIC Educational Resources Information Center

Dreon, Oliver, Jr.; Dietrich, Nanette I.

2009-01-01

The authors teach instructional technology courses to pre-service teachers at Millersville University of Pennsylvania. The focus of the instructional technology courses is on the authentic use of instructional and assistive technology in the K-12 classroom. In this article, the authors describe how they utilize streaming videos in an educational…

Teaching Mathematics in Seven Countries: Results from the TIMSS 1999 Video Study.

ERIC Educational Resources Information Center

Hiebert, James; Gallimore, Ronald; Garnier, Helen; Givvin, Karen Bogard; Hollingsworth, Hilary; Jacobs, Jennifer; Chui, Angel Miu-Ying; Wearne, Diana; Smith, Margaret; Kersting, Nicole; Manaster, Alfred; Tseng, Ellen; Etterbeek, Wallace; Manaster, Carl; Gonzales, Patrick; Stigler, James

This book reports teaching practices in mathematics in seven countries from the Third International Mathematics and Science Study (TIMSS) 1999 video study. A detailed description of the methods in the mathematics portion of the study is presented in an accompanying technical report from an international perspective. Contexts of the lessons, the…

Bacon Brains: Video Games for Teaching the Science of Addiction.

PubMed

Epstein, Joel; Noel, Jeffrey; Finnegan, Megan; Watkins, Kate

2016-01-01

Researchers have developed many different computerized interventions designed to teach students about the dangers of substance use. Following in this tradition, we produced a series of video games called Bacon Brains . However, unlike many other programs, ours focused on the "Science of Addiction," providing lessons on how alcohol and other drugs affect the brain. The purpose of this study was to evaluate the effectiveness of our games in teaching students our science-based curriculum. We enrolled over 200 students and randomly assigned them to play our games or a different series of NIDA-produced games. Of the students in the Bacon Brains conditions, half were instructed to play collaboratively and the other half was told to play competitively. Results indicate significantly greater knowledge gains among students in Bacon Brains compared to the existing games (5.01 mean knowledge score difference; [F(1,242)=9.588, p=.002]). Girls demonstrated knowledge gains in both collaborative and competitive conditions, but boys demonstrated similar gains only in the competitive condition. Based on our outcomes, we conclude that video games can serve as an effective method of science instruction. We further discuss the importance of considering gender differences in light of differential response to collaborative vs. competitive learning environments.

Bacon Brains: Video Games for Teaching the Science of Addiction

PubMed Central

Epstein, Joel; Noel, Jeffrey; Finnegan, Megan; Watkins, Kate

2016-01-01

Researchers have developed many different computerized interventions designed to teach students about the dangers of substance use. Following in this tradition, we produced a series of video games called Bacon Brains. However, unlike many other programs, ours focused on the “Science of Addiction,” providing lessons on how alcohol and other drugs affect the brain. The purpose of this study was to evaluate the effectiveness of our games in teaching students our science-based curriculum. We enrolled over 200 students and randomly assigned them to play our games or a different series of NIDA-produced games. Of the students in the Bacon Brains conditions, half were instructed to play collaboratively and the other half was told to play competitively. Results indicate significantly greater knowledge gains among students in Bacon Brains compared to the existing games (5.01 mean knowledge score difference; [F(1,242)=9.588, p=.002]). Girls demonstrated knowledge gains in both collaborative and competitive conditions, but boys demonstrated similar gains only in the competitive condition. Based on our outcomes, we conclude that video games can serve as an effective method of science instruction. We further discuss the importance of considering gender differences in light of differential response to collaborative vs. competitive learning environments. PMID:28603405

Teaching Chained Tasks to Students with Intellectual Disabilities by Using Video Prompting in Small Group Instruction

ERIC Educational Resources Information Center

Aykut, Çigil; Dagseven Emecen, Deniz; Dayi, Eylem; Karasu, Necdet

2014-01-01

Teaching students with intellectual disabilities in groups presents several difficulties. Use of technology can reduce some of these difficulties. The literature cites several examples of skill acquisition. The purpose of this study is to teach skills to students with intellectual disabilities by using video prompting. A multiple-probe design of…

Use of Video Modeling to Teach Extinguishing of Cooking Related Fires to Individuals with Moderate Intellectual Disabilities

ERIC Educational Resources Information Center

Mechling, Linda C.; Gast, David L.; Gustafson, Melissa R.

2009-01-01

This study evaluated the effectiveness of video modeling to teach fire extinguishing behaviors to three young adults with moderate intellectual disabilities. A multiple probe design across three fire extinguishing behaviors and replicated across three students was used to evaluate the effectiveness of the video-based program. Results indicate that…

Transana Qualitative Video and Audio Analysis Software as a Tool for Teaching Intellectual Assessment Skills to Graduate Psychology Students

ERIC Educational Resources Information Center

Rush, S. Craig

2014-01-01

This article draws on the author's experience using qualitative video and audio analysis, most notably through use of the Transana qualitative video and audio analysis software program, as an alternative method for teaching IQ administration skills to students in a graduate psychology program. Qualitative video and audio analysis may be useful for…

Teaching Generalized Imitation Skills to a Preschooler with Autism Using Video Modeling

ERIC Educational Resources Information Center

Kleeberger, Vickie; Mirenda, Pat

2010-01-01

This study examined the effectiveness of video modeling to teach a preschooler with autism to imitate previously mastered and not mastered actions during song and toy play activities. A general case approach was used to examine the instructional universe of preschool songs and select exemplars that were most likely to facilitate generalization.…

Using behavioral skills training and video rehearsal to teach blackjack skills.

PubMed

Speelman, Ryan C; Whiting, Seth W; Dixon, Mark R

2015-09-01

A behavioral skills training procedure that consisted of video instructions, video rehearsal, and video testing was used to teach 4 recreational gamblers a specific skill in playing blackjack (sometimes called card counting). A multiple baseline design was used to evaluate intervention effects on card-counting accuracy and chips won or lost across participants. Before training, no participant counted cards accurately. Each participant completed all phases of the training protocol, counting cards fluently with 100% accuracy during changing speed criterion training exercises. Generalization probes were conducted while participants played blackjack in a mock casino following each training phase. Afterwards, all 4 participants were able to count cards while they played blackjack. In conjunction with count accuracy, total winnings were tracked to determine the monetary advantages associated with counting cards. After losing money during baseline, 3 of 4 participants won a substantial amount of money playing blackjack after the intervention. © Society for the Experimental Analysis of Behavior.

The Building of Pre-Service Primary Teachers' Knowledge of Mathematics Teaching: Interaction and Online Video Case Studies

ERIC Educational Resources Information Center

Llinares, Salvador; Valls, Julia

2009-01-01

This study explores how preservice primary teachers became engaged in meaning-making mathematics teaching when participating in online discussions within learning environments integrating video-clips of mathematics teaching. We identified different modes of participation in the online discussions and different levels of knowledge-building. The…

Video im Anfaengerunterricht. Modell: Vorgabe und Einuebung von Dialogsituationen und Sprechintentionen (Video in Teaching Beginners. Model: Example and Practice in Dialog Situations and Topics for Oral Practice)

ERIC Educational Resources Information Center

Bauer, Hans L.

1977-01-01

Describes the production, at the Goethe Institute in Osaka, of video programs for teaching beginners in German. Learning goals, actualization, sample topics and variation scenes are presented; the teaching process (in ten points) is discussed, theoretically and on the basis of experience. (Text is in German.) (IFS/WGA)

Feasibility of Using Video to Teach a Dialectical Behavior Therapy Skill to Clients with Borderline Personality Disorder

ERIC Educational Resources Information Center

Waltz, Jennifer; Dimeff, Linda A.; Koerner, Kelly; Linehan, Marsha M.; Taylor, Laura; Miller, Christopher

2009-01-01

This study tested the feasibility of using a psychoeducational video recording to teach a behavioral skill from the Dialectical Behavior Therapy (DBT; Linehan, 1993a, 1993b) skills training program to individuals meeting criteria for borderline personality disorder. A video presenting a DBT emotion-regulation skill was developed and the extent to…

Connecting Classroom Practice to Concepts of Culturally Responsive Teaching: Video Analysis in an Online Teacher Education Course

ERIC Educational Resources Information Center

Lopez, Leslie Ann

2013-01-01

Video has been shown to be an effective tool for synthesizing theory and connecting theory to practice in meaningful ways. This design-based research study examined how localized video of a practicing teacher impacted pre-service teachers' ability to learn culturally responsive teaching (CRT) methods and targeted strategies in an online…

Effectiveness of Video Demonstration over Conventional Methods in Teaching Osteology in Anatomy.

PubMed

Viswasom, Angela A; Jobby, Abraham

2017-02-01

Technology and its applications are the most happening things in the world. So, is it in the field of medical education. This study was an evaluation of whether the conventional methods can compete with the test of technology. A comparative study of traditional method of teaching osteology in human anatomy with an innovative visual aided method. The study was conducted on 94 students admitted to MBBS 2014 to 2015 batch of Travancore Medical College. The students were divided into two academically validated groups. They were taught using conventional and video demonstrational techniques in a systematic manner. Post evaluation tests were conducted. Analysis of the mark pattern revealed that the group taught using traditional method scored better when compared to the visual aided method. Feedback analysis showed that, the students were able to identify bony features better with clear visualisation and three dimensional view when taught using the video demonstration method. The students identified visual aided method as the more interesting one for learning which helped them in applying the knowledge gained. In most of the questions asked, the two methods of teaching were found to be comparable on the same scale. As the study ends, we discover that, no new technique can be substituted for time tested techniques of teaching and learning. The ideal method would be incorporating newer multimedia techniques into traditional classes.

Improved satisfaction of preoperative patients after group video-teaching during interview at preanesthetic evaluation clinic: the experience of a medical center in Taiwan.

PubMed

Yang, Ya-Ling; Wang, Kuan-Jen; Chen, Wei-Hao; Chuang, Kuan-Chih; Tseng, Chia-Chih; Liu, Chien-Cheng

2007-09-01

Anesthesiologist-directed anesthetic preoperative evaluation clinic (APEC) is used to prepare patients to receive anesthesia for surgery. Studies have shown that APEC can reduce preoperative tests, consultations, surgery delays and cancellations. APEC with video-teaching has been purposed as a medium to provide comprehensive information about the process of anesthesia but it has not been practiced in small groups of patients. It is rational to assume that video-teaching in a small group patients can provide better information to patients to understand the process of anesthesia and in turn improve their satisfaction in anesthesia practice. This study was designed to evaluate the difference of satisfaction between patients who joined in small group video-teaching at APEC and patients who paid a traditional preoperative visit in the waiting area, using questionnaire for evaluation. Totally, 237 eligible patients were included in the study in a space of two months. Patients were divided in two groups; 145 patients joined the small group video-teaching designated as study group and 92 patients who were paid traditional preoperative visit at the waiting area served as control. All patients were requested to fill a special questionnaire after postoperative visit entrusted to two non-medical persons. There were significantly higher scores of satisfaction in anesthesia inclusive of waiting time for surgery in the operation room, attitude towards anesthetic staffs during postoperative visit and management of complications in patients who were offered small group video-teaching in comparison with patients of traditional preoperative visit. The results indicated that APEC with group video-teaching could not only make patients more satisfied with process of anesthesia in elective surgery but also reduce the expenditure of hospitalization and anesthetic manpower.

Using Video Modeling to Teach Complex Social Sequences to Children with Autism

ERIC Educational Resources Information Center

Nikopoulos, Christos K.; Keenan, Mickey

2007-01-01

This study comprised of two experiments was designed to teach complex social sequences to children with autism. Experimental control was achieved by collecting data using means of within-system design methodology. Across a number of conditions children were taken to a room to view one of the four short videos of two people engaging in a simple…

Video Modeling to Teach Social Safety Skills to Young Adults with Intellectual Disability

ERIC Educational Resources Information Center

Spivey, Corrine E.; Mechling, Linda C.

2016-01-01

This study evaluated the effectiveness of video modeling with a constant time delay procedure to teach social safety skills to three young women with intellectual disability. A multiple probe design across three social safety skills (responding to strangers who: requested personal information; requested money; and entered the participant's…

Video as a Professional Development Tool to Support Novice Teachers as They Learn to Teach English Language Learners

ERIC Educational Resources Information Center

Estapa, Anne; Pinnow, Rachel J.; Chval, Kathryn B.

2016-01-01

This two-year study investigated how an innovative video tool enhanced novice-teacher noticing abilities and instructional practice in relation to teaching mathematics to English language learners in third grade classrooms. Specifically, teachers viewed videos of their mathematics lessons that were filmed by Latino English language learners who…

Videos and images from 25 years of teaching compressible flow

NASA Astrophysics Data System (ADS)

Settles, Gary

2008-11-01

Compressible flow is a very visual topic due to refractive optical flow visualization and the public fascination with high-speed flight. Films, video clips, and many images are available to convey this in the classroom. An overview of this material is given and selected examples are shown, drawn from educational films, the movies, television, etc., and accumulated over 25 years of teaching basic and advanced compressible-flow courses. The impact of copyright protection and the doctrine of fair use is also discussed.

Improving the Way We Design Games for Learning by Examining How Popular Video Games Teach. CRESST Report 798

ERIC Educational Resources Information Center

Wainess, Richard; Kerr, Deirdre; Koenig, Alan

2011-01-01

One of the reasons why commercial video games are popular is that they effectively teach players how to play the game--in many cases as the player plays the game itself. This paper focuses on how to effectively integrate teaching "how to play a game" with teaching an "instructional domain" within a game for learning. By analyzing more than 30…

Distributing digital video to multiple computers

PubMed Central

Murray, James A.

2004-01-01

Video is an effective teaching tool, and live video microscopy is especially helpful in teaching dissection techniques and the anatomy of small neural structures. Digital video equipment is more affordable now and allows easy conversion from older analog video devices. I here describe a simple technique for bringing digital video from one camera to all of the computers in a single room. This technique allows students to view and record the video from a single camera on a microscope. PMID:23493464

Collaborative and Competitive Video Games for Teaching Computing in Higher Education

NASA Astrophysics Data System (ADS)

Smith, Spencer; Chan, Samantha

2017-08-01

This study measures the success of using a collaborative and competitive video game, named Space Race, to teach computing to first year engineering students. Space Race is played by teams of four, each with their own tablet, collaborating to compete against the other teams in the class. The impact of the game on student learning was studied through measurements using 485 students, over one term. Surveys were used to gauge student reception of the game. Pre and post-tests, and in-course examinations were used to quantify student performance. The game was well received with at least 82% of the students that played it recommending it to others. In some cases, game participants outperformed non-participants on course exams. On the final course exam, all of the statistically significant ( p<0.05) comparisons (42% of the relevant questions) showed a performance improvement of game participants on the questions, with a maximum grade improvement of 41%. The findings also suggest that some students retain the knowledge obtained from Space Race for at least 7 weeks. The results of this study provide strong evidence that a collaborative and competitive video game can be an effective tool for teaching computing in post-secondary education.

Effectiveness of Static Pictures vs. Video Prompting for Teaching Functional Life Skills to Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Kellems, Ryan O.; Frandsen, Kaitlyn; Cardon, Teresa A.; Knight, Katie; Andersen, Margaret

2018-01-01

This study compared the effectiveness of static picture prompting to video prompting when used as precursors for teaching daily living and motor skills to three individuals with autism spectrum disorders. The video prompting intervention was delivered on an iPad. Participants learned three out of six different tasks, which included throwing a ball…

Understanding the impact of TV commercials: electrical neuroimaging.

PubMed

Vecchiato, Giovanni; Kong, Wanzeng; Maglione, Anton Giulio; Wei, Daming

2012-01-01

Today, there is a greater interest in the marketing world in using neuroimaging tools to evaluate the efficacy of TV commercials. This field of research is known as neuromarketing. In this article, we illustrate some applications of electrical neuroimaging, a discipline that uses electroencephalography (EEG) and intensive signal processing techniques for the evaluation of marketing stimuli. We also show how the proper usage of these methodologies can provide information related to memorization and attention while people are watching marketing-relevant stimuli. We note that temporal and frequency patterns of EEG signals are able to provide possible descriptors that convey information about the cognitive process in subjects observing commercial advertisements (ads). Such information could be unobtainable through common tools used in standard marketing research. Evidence of this research shows how EEG methodologies could be employed to better design new products that marketers are going to promote and to analyze the global impact of video commercials already broadcast on TV.

Investigation of blended learning video resources to teach health students clinical skills: An integrative review.

PubMed

Coyne, Elisabeth; Rands, Hazel; Frommolt, Valda; Kain, Victoria; Plugge, Melanie; Mitchell, Marion

2018-04-01

The aim of this review is to inform future educational strategies by synthesising research related to blended learning resources using simulation videos to teach clinical skills for health students. An integrative review methodology was used to allow for the combination of diverse research methods to better understand the research topic. This review was guided by the framework described by Whittemore and Knafl (2005), DATA SOURCES: Systematic search of the following databases was conducted in consultation with a librarian using the following databases: SCOPUS, MEDLINE, COCHRANE, PsycINFO databases. Keywords and MeSH terms: clinical skills, nursing, health, student, blended learning, video, simulation and teaching. Data extracted from the studies included author, year, aims, design, sample, skill taught, outcome measures and findings. After screening the articles, extracting project data and completing summary tables, critical appraisal of the projects was completed using the Mixed Methods Appraisal Tool (MMAT). Ten articles met all the inclusion criteria and were included in this review. The MMAT scores varied from 50% to 100%. Thematic analysis was undertaken and we identified the following three themes: linking theory to practice, autonomy of learning and challenges of developing a blended learning model. Blended learning allowed for different student learning styles, repeated viewing, and enabled links between theory and practice. The video presentation needed to be realistic and culturally appropriate and this required both time and resources to create. A blended learning model, which incorporates video-assisted online resources, may be a useful tool to teach clinical skills to students of health including nursing. Blended learning not only increases students' knowledge and skills, but is often preferred by students due to its flexibility. Copyright © 2018 Elsevier Ltd. All rights reserved.

The effectiveness of video prompting on teaching aquatic play skills for children with autism.

PubMed

Yanardag, Mehmet; Akmanoglu, Nurgul; Yilmaz, Ilker

2013-01-01

To investigate the effectiveness of the video prompting procedure on teaching aquatic play skills and to determine the effects of aquatic exercise training on the motor performance of children with autism. A multiple probe design across behaviours was used and replicated across subjects for the instructional part of this study. Pretest-posttest design was applied for the exercise training part of this study. Three children with autism were taught three aquatic play skills in a one-to-one training format. Aquatic play skills intervention and aquatic exercise training were performed separately throughout 12 weeks at three sessions per week, each lasting 1 h. The video prompting procedure was utilized for the instruction part of this study. Video prompting was effective in teaching aquatic play skills to children with autism. In addition, aquatic exercise training increased the total motor performance scores of all the participants after 12 weeks. According to the social validity results, the families gave positive feedback about the learned skills and movement capabilities of their children. Aquatic play skills and swimming pools are favoured for children with autism. This attractive intervention is recommended as a means to extend knowledge of leisure skills and motor development of children with autism.

Patients "Embodied" and "As-a-Body" within Bedside Teaching Encounters: A Video Ethnographic Study

ERIC Educational Resources Information Center

Elsey, Christopher; Challinor, Alexander; Monrouxe, Lynn V.

2017-01-01

Bedside teaching encounters (BTEs) involve doctor-patient-student interactions, providing opportunities for students to learn with, from and about patients. How the differing concerns of patient care and student education are balanced in situ remains largely unknown and undefined. This video ethnographic study explores "patient…

The construction of power in family medicine bedside teaching: a video observation study.

PubMed

Rees, Charlotte E; Ajjawi, Rola; Monrouxe, Lynn V

2013-02-01

Bedside teaching is essential for helping students develop skills, reasoning and professionalism, and involves the learning triad of student, patient and clinical teacher. Although current rhetoric espouses the sharing of power, the medical workplace is imbued with power asymmetries. Power is context-specific and although previous research has explored some elements of the enactment and resistance of power within bedside teaching, this exploration has been conducted within hospital rather than general practice settings. Furthermore, previous research has employed audio-recorded rather than video-recorded observation and has therefore focused on language and para-language at the expense of non-verbal communication and human-material interaction. A qualitative design was adopted employing video- and audio-recorded observations of seven bedside teaching encounters (BTEs), followed by short individual interviews with students, patients and clinical teachers. Thematic and discourse analyses of BTEs were conducted. Power is constructed by students, patients and clinical teachers throughout different BTE activities through the use of linguistic, para-linguistic and non-verbal communication. In terms of language, participants construct power through the use of questions, orders, advice, pronouns and medical/health belief talk. With reference to para-language, participants construct power through the use of interruption and laughter. In terms of non-verbal communication, participants construct power through physical positioning and the possession or control of medical materials such as the stethoscope. Using this paper as a trigger for discussion, we encourage students and clinical teachers to reflect critically on how their verbal and non-verbal communication constructs power in bedside teaching. Students and clinical teachers need to develop their awareness of what power is, how it can be constructed and shared, and what it means for the student

Using Supplementary Video in Multimedia Instruction as a Teaching Tool to Increase Efficiency of Learning and Quality of Experience

ERIC Educational Resources Information Center

Ljubojevic, Milos; Vaskovic, Vojkan; Stankovic, Srecko; Vaskovic, Jelena

2014-01-01

The main objective of this research is to investigate efficiency of use of supplementary video content in multimedia teaching. Integrating video clips in multimedia lecture presentations may increase students' perception of important information and motivation for learning. Because of that, students can better understand and remember key points of…

Using Video Prompting to Teach Cooking Skills to Secondary Students with Moderate Disabilities

ERIC Educational Resources Information Center

Graves, Tara B.; Collins, Belva C.; Schuster, John W.; Kleinert, Harold

2005-01-01

Three secondary students with moderate disabilities acquired cooking skills through a constant time delay procedure used with video prompting. A multiple probe design was used to evaluate effectiveness of the procedure to teach preparation of a food item (a) on a stove, (b) in a microwave, and (c) on a counter top. The procedure was effective for…

Using Video Modeling to Teach Children with PDD-NOS to Respond to Facial Expressions

ERIC Educational Resources Information Center

Axe, Judah B.; Evans, Christine J.

2012-01-01

Children with autism spectrum disorders often exhibit delays in responding to facial expressions, and few studies have examined teaching responding to subtle facial expressions to this population. We used video modeling to train 3 participants with PDD-NOS (age 5) to respond to eight facial expressions: approval, bored, calming, disapproval,…

New Technology, New Pedagogy? Employing Video Podcasts in Learning and Teaching about Exotic Ecosystems

ERIC Educational Resources Information Center

Hill, Jennifer L.; Nelson, Amanda

2011-01-01

This paper examines the experiences of undergraduate university students in response to the employment of video podcasts to support learning and teaching about exotic ecosystems. Six, 15-20-minute podcasts were made accessible to students through a virtual learning environment, either online or to download to mobile technology. The students were…

Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Yakubova, Gulnoza; Hughes, Elizabeth M.; Hornberger, Erin

2015-01-01

The purpose of this study was to determine the effectiveness of a point-of-view video modeling intervention to teach mathematics problem-solving when working on word problems involving subtracting mixed fractions with uncommon denominators. Using a multiple-probe across students design of single-case methodology, three high school students with…

Using Student Video Cases to Assess Pre-service Elementary Teachers' Engineering Teaching Responsiveness

NASA Astrophysics Data System (ADS)

Dalvi, Tejaswini; Wendell, Kristen

2017-10-01

Our study addresses the need for new approaches to prepare novice elementary teachers to teach both science and engineering, and for new tools to measure how well those approaches are working. This in particular would inform the teacher educators of the extent to which novice teachers are developing expertise in facilitating their students' engineering design work. One important dimension to measure is novice teachers' abilities to notice the substance of student thinking and to respond in productive ways. This teacher noticing is particularly important in science and engineering education, where students' initial, idiosyncratic ideas and practices influence the likelihood that particular instructional strategies will help them learn. This paper describes evidence of validity and reliability for the Video Case Diagnosis (VCD) task, a new instrument for measuring pre-service elementary teachers' engineering teaching responsiveness. To complete the VCD, participants view a 6-min video episode of children solving an engineering design problem, describe in writing what they notice about the students' science ideas and engineering practices, and propose how a teacher could productively respond to the students. The rubric for scoring VCD responses allowed two independent scorers to achieve inter-rater reliability. Content analysis of the video episode, systematic review of literature on science and engineering practices, and solicitation of external expert educator responses establish content validity for VCD. Field test results with three different participant groups who have different levels of engineering education experience offer evidence of construct validity.

Use of a paper-cut as an adjunct to teaching the Whipple procedure by video.

PubMed

Mann, B D; Heath, C M; Gracely, E; Seidman, A; Nieman, L Z; Sachdeva, A K

1998-10-01

Medical students often experience difficulty comprehending anatomic relationships of complex operations to which they are exposed during surgical clerkship. Pancreaticoduodenectomy, the Whipple procedure, is one such operation. Although video recordings are available to facilitate the learning of the Whipple procedure, commercially available tapes are not self-explanatory to the uninitiated. Since we have previously demonstrated that third-year medical students could learn the operative steps of inguinal herniorraphy by a paper-cutting exercise, we set out to determine whether an exercise of similar design could enhance a student's comprehension of the Whipple procedure. Using Adobe Illustrator 5.5 for MacIntosh, an exercise was developed on a 8.5 x 11-inch paper that could be distributed to students for self-administration. The exercise was performed using a #15 scalpel or an iris scissors. Thirty-seven students were randomized into two groups. Each student received a pretest of questions focusing on the Whipple procedure. Group I was shown an 18-minute commercially available teaching video on the Whipple procedure. Group II was given the Whipple origami exercise, which required 20 minutes to complete. A first posttest was administered to each group. Next, the groups switched exercises, and a second posttest was administered. There was no significant difference between the groups' pretest scores (two-tailed t test, P = 0.290). Group I improved its score from an average of 64.21 (SD 14.27) to 67.89 (SD 13.16) after watching the video, and further to 77.89 (SD 14.37) after completing the paper-cut exercise. Group II improved from 60.00 (SD 9.43) to 78.95 (SD 11.00) after performing the paper-cut, but derived no additional measurable benefit from watching the video, average score 74.74 (SD 18.37). After the first exercise, students who performed the paper-cut showed a significantly greater improvement in test scores compared with students who saw the video (P = 0

Learning Clinical Skills during Bedside Teaching Encounters in General Practice: A Video-Observational Study with Insights from Activity Theory

ERIC Educational Resources Information Center

Ajjawi, Rola; Rees, Charlotte; Monrouxe, Lynn V.

2015-01-01

Purpose: This paper aims to explore how opportunities for learning clinical skills are negotiated within bedside teaching encounters (BTEs). Bedside teaching, within the medical workplace, is considered essential for helping students develop their clinical skills. Design/methodology/approach: An audio and/or video observational study examining…

Using Video Prompting and Constant Time Delay to Teach an Internet Search Basic Skill to Students with Intellectual Disabilities

ERIC Educational Resources Information Center

Zisimopoulos, Dimitrios; Sigafoos, Jeff; Koutromanos, George

2011-01-01

We evaluated a video prompting and a constant time delay procedure for teaching three primary school students with moderate intellectual disabilities to access the Internet and download pictures related to participation in a classroom History project. Video clips were used as an antecedent prompt and as an error correction technique within a…

Fostering Teacher Candidates' Reflective Practice through Video Editing

ERIC Educational Resources Information Center

Trent, Margaret; Gurvitch, Rachel

2015-01-01

Recently, interest in using video to promote the reflective practice in preservice teacher education has increased. Video recordings of teaching incidents inspire the reflective practice in preservice teachers by allowing them to analyze instruction and view teaching in an objective light. As an extension of video recording, video editing has…

Does teaching method affect students' perceptions regarding communication patterns in pediatric dentistry? A comparison of lecture and video methods.

PubMed

Kalwitzki, Matthias; Meller, Christina; Beyer, Christine

2011-08-01

The purpose of this study was to determine whether dental students' perceptions regarding six communication patterns for use in pediatric dentistry differed depending on whether they were taught by lecturing or by video-based teaching. Prior to the introduction of interpersonal skills in a clinical course in pediatric dentistry, four consecutive cohorts of students (n=107) in a German dental school were divided equally into two groups. Group one (n=57) was taught by video sequences and group two (n=50) by conventional lecture. Six communication patterns were presented: involvement of the child's toy(s), speaking in positive phrases, mentioning a personal aspect, recalling positive behavior of the patient, addressing fear verbally, and complimenting the patient. Immediately after the presentation, students were asked by means of a questionnaire about their assessment of and intentions regarding the clinical application of the communication patterns presented. After completion of the course, they were asked about the communication patterns that had been used. There were significant differences for three communication patterns in favor of video-based teaching (p<0.05); there were no significant differences regarding the intention for clinical application and the actual clinical application. In this study, students perceived differences between video-based teaching and lecturing regarding ease of use, but they did not seem to benefit from one method over the other regarding clinical application.

The Effect of Video-Based Approach on Prospective Teachers' Ability to Analyze Mathematics Teaching

ERIC Educational Resources Information Center

Alsawaie, Othman N.; Alghazo, Iman M.

2010-01-01

This is an intervention study that explored the effect of using video lesson analysis methodology (VLAM) on the ability of prospective middle/high school mathematics teachers to analyze mathematics teaching. The sample of the study consisted of 26 female prospective mathematics teachers enrolled in a methods course at the United Arab Emirates…

Laying the Foundations for Video-Game Based Language Instruction for the Teaching of EFL

ERIC Educational Resources Information Center

Galvis, Héctor Alejandro

2015-01-01

This paper introduces video-game based language instruction as a teaching approach catering to the different socio-economic and learning needs of English as a Foreign Language students. First, this paper reviews statistical data revealing the low participation of Colombian students in English as a second language programs abroad (U.S. context…

Teaching Empathy: the Implementation of a Video Game into a Psychiatry Clerkship Curriculum.

PubMed

Chen, Andrew; Hanna, Jessie J; Manohar, Adithya; Tobia, Anthony

2018-06-01

Empathy plays an important role for physicians, but the literature demonstrates that it often deteriorates during medical school. The purpose of this study is to investigate the use of the interactive video game "That Dragon, Cancer" as a tool to teach empathy to third-year medical students. The authors gave a modified, Jefferson Scales of Physician Empathy (JSPE) to 84 third-year medical students in their psychiatry clerkship before and after they played and completed "That Dragon, Cancer" during the 2016-2017 academic calendar year. The average level of empathy in the students as measured by least squares means of the answers to the truncated JSPE improved after playing through "That Dragon, Cancer" (5.7738 vs 6.2322, p < 0.0001). The majority of students agreed that learning empathy through video games was preferable and more effective than traditional didactics. Interactive video games such as "That Dragon, Cancer" may be useful as part of innovative curricula to improve empathy among third-year medical students.

Seeing Change in Time: Video Games to Teach about Temporal Change in Scientific Phenomena

NASA Astrophysics Data System (ADS)

Corredor, Javier; Gaydos, Matthew; Squire, Kurt

2014-06-01

This article explores how learning biological concepts can be facilitated by playing a video game that depicts interactions and processes at the subcellular level. Particularly, this article reviews the effects of a real-time strategy game that requires players to control the behavior of a virus and interact with cell structures in a way that resembles the actual behavior of biological agents. The evaluation of the video game presented here aims at showing that video games have representational advantages that facilitate the construction of dynamic mental models. Ultimately, the article shows that when video game's characteristics come in contact with expert knowledge during game design, the game becomes an excellent medium for supporting the learning of disciplinary content related to dynamic processes. In particular, results show that students who participated in a game-based intervention aimed at teaching biology described a higher number of temporal-dependent interactions as measured by the coding of verbal protocols and drawings than students who used texts and diagrams to learn the same topic.

A Case Study: Implementing an Interactive Video Instruction System in Teaching Electronics and Industrial Maintenance.

ERIC Educational Resources Information Center

Shipe, Ron; And Others

A study examined the development and implementation of an interactive video instruction system for teaching electronics and industrial maintenance at the University of Tennessee. The specific purposes of the study were to document unusual problems that may be encountered when this new technology is implemented, suggest corrective actions, and…

Using a Standardized Video-Based Assessment in a University Teacher Education Program to Examine Preservice Teachers Knowledge Related to Effective Teaching

ERIC Educational Resources Information Center

Wiens, Peter D.; Hessberg, Kevin; LoCasale-Crouch, Jennifer; DeCoster, Jamie

2013-01-01

The Video Assessment of Interactions and Learning (VAIL), a video-based assessment of teacher understanding of effective teaching strategies and behaviors, was administered to preservice teachers. Descriptive and regression analyzes were conducted to examine trends among participants and identify predictors at the individual level and program…

The Design and Use of Planetary Science Video Games to Teach Content while Enhancing Spatial Reasoning Skills

NASA Astrophysics Data System (ADS)

Ziffer, Julie; Nadirli, Orkhan; Rudnick, Benjamin; Pinkham, Sunny; Montgomery, Benjamin

2016-10-01

Traditional teaching of Planetary Science requires students to possess well developed spatial reasoning skills (SRS). Recent research has demonstrated that SRS, long known to be crucial to math and science success, can be improved among students who lack these skills (Sorby et al., 2009). Teaching spatial reasoning is particularly valuable to women and minorities who, through societal pressure, often doubt their abilities (Hill et al., 2010). To address SRS deficiencies, our team is developing video games that embed SRS training into Planetary Science content. Our first game, on Moon Phases, addresses the two primary challenges faced by students trying to understand the Sun-Earth-Moon system: 1) visualizing the system (specifically the difference between the Sun-Earth orbital plane and the Earth-Moon orbital plane) and 2) comprehending the relationship between time and the position-phase of the Moon. In our second video game, the student varies an asteroid's rotational speed, shape, and orientation to the light source while observing how these changes effect the resulting light curve. To correctly pair objects to their light curves, students use spatial reasoning skills to imagine how light scattering off a three dimensional rotating object is imaged on a sensor plane and is then reduced to a series of points on a light curve plot. These two games represent the first of our developing suite of high-interest video games designed to teach content while increasing the student's competence in spatial reasoning.

Computer-Presented Video Prompting for Teaching Microwave Oven Use to Three Adults with Developmental Disabilities

ERIC Educational Resources Information Center

Sigafoos, Jeff; O'Reilly, Mark; Cannella, Helen; Upadhyaya, Megha; Edrisinha, Chaturi; Lancioni, Giulio E.; Hundley, Anna; Andrews, Alonzo; Garver, Carolyn; Young, David

2005-01-01

We evaluated the use of a video prompting procedure for teaching three adults with developmental disabilities to make popcorn using a microwave oven. Training, using a 10-step task analysis, was conducted in the kitchen of the participant's vocational training program. During baseline, participants were instructed to make popcorn, but were given…

Seeing and Doing Science--With Video.

ERIC Educational Resources Information Center

Berger, Michelle Abel

1994-01-01

The article presents a video-based unit on camouflage for students in grades K-5, explaining how to make the classroom VCR a dynamic teaching tool. Information is offered on introducing the unit, active viewing strategies, and follow-up activities. Tips for teaching with video are included. (SM)

Teaching Quantum Mechanics with qCraft: Outreach and Video Games

NASA Astrophysics Data System (ADS)

Kubica, Aleksander; Chatwin-Davies, Aidan; Michalakis, Spyridon

Why is quantum mechanics considered a hard and inaccessible subject? Part of the difficulty is due to the nature of the subject itself. However, no small part of the difficulty is its pedagogy, which often relies on out-of-date historical motivation and experimental evidence that is disconnected from day-to-day experiences. In this first talk, we explore ways in which video games are well-suited to teaching quantum mechanics, in particular with regards to building intuition, as well as some of their limitations. We then illustrate these considerations through qCraft, an extension for Minecraft that incorporates aspects of quantum mechanics into the game.

Computer-Based Video Instruction to Teach Students with Intellectual Disabilities to Use Public Bus Transportation

ERIC Educational Resources Information Center

Mechling, Linda; O'Brien, Eileen

2010-01-01

This study investigated the effectiveness of computer-based video instruction (CBVI) to teach three young adults with moderate intellectual disabilities to push a "request to stop bus signal" and exit a city bus in response to target landmarks. A multiple probe design across three students and one bus route was used to evaluate effectiveness of…

Using video modeling to teach reciprocal pretend play to children with autism.

PubMed

MacDonald, Rebecca; Sacramone, Shelly; Mansfield, Renee; Wiltz, Kristine; Ahearn, William H

2009-01-01

The purpose of the present study was to use video modeling to teach children with autism to engage in reciprocal pretend play with typically developing peers. Scripted play scenarios involving various verbalizations and play actions with adults as models were videotaped. Two children with autism were each paired with a typically developing child, and a multiple-probe design across three play sets was used to evaluate the effects of the video modeling procedure. Results indicated that both children with autism and the typically developing peers acquired the sequences of scripted verbalizations and play actions quickly and maintained this performance during follow-up probes. In addition, probes indicated an increase in the mean number of unscripted verbalizations as well as reciprocal verbal interactions and cooperative play. These findings are discussed as they relate to the development of reciprocal pretend-play repertoires in young children with autism.

Using Video Modeling to Teach Reciprocal Pretend Play to Children with Autism

PubMed Central

MacDonald, Rebecca; Sacramone, Shelly; Mansfield, Renee; Wiltz, Kristine; Ahearn, William H

2009-01-01

The purpose of the present study was to use video modeling to teach children with autism to engage in reciprocal pretend play with typically developing peers. Scripted play scenarios involving various verbalizations and play actions with adults as models were videotaped. Two children with autism were each paired with a typically developing child, and a multiple-probe design across three play sets was used to evaluate the effects of the video modeling procedure. Results indicated that both children with autism and the typically developing peers acquired the sequences of scripted verbalizations and play actions quickly and maintained this performance during follow-up probes. In addition, probes indicated an increase in the mean number of unscripted verbalizations as well as reciprocal verbal interactions and cooperative play. These findings are discussed as they relate to the development of reciprocal pretend-play repertoires in young children with autism. PMID:19721729

Using Video Modeling with Voiceover Instruction Plus Feedback to Train Staff to Implement Direct Teaching Procedures.

PubMed

Giannakakos, Antonia R; Vladescu, Jason C; Kisamore, April N; Reeve, Sharon A

2016-06-01

Direct teaching procedures are often an important part of early intensive behavioral intervention for consumers with autism spectrum disorder. In the present study, a video model with voiceover (VMVO) instruction plus feedback was evaluated to train three staff trainees to implement a most-to-least direct (MTL) teaching procedure. Probes for generalization were conducted with untrained direct teaching procedures (i.e., least-to-most, prompt delay) and with an actual consumer. The results indicated that VMVO plus feedback was effective in training the staff trainees to implement the MTL procedure. Although additional feedback was required for the staff trainees to show mastery of the untrained direct teaching procedures (i.e., least-to-most and prompt delay) and with an actual consumer, moderate to high levels of generalization were observed.

The Influence of Video Reflection on Preservice Music Teachers' Concerns in Peer- and Field-Teaching Settings

ERIC Educational Resources Information Center

Powell, Sean R.

2016-01-01

The purpose of this study was to investigate preservice music teacher concerns as stated in written reflections before and after video feedback. Nineteen preservice music teachers enrolled in instrumental methods courses wrote free-response reflections of peer- and field-teaching episodes. Statements were coded utilizing the Fuller and Bown…

Making good physics videos

NASA Astrophysics Data System (ADS)

Lincoln, James

2017-05-01

Online videos are an increasingly important way technology is contributing to the improvement of physics teaching. Students and teachers have begun to rely on online videos to provide them with content knowledge and instructional strategies. Online audiences are expecting greater production value, and departments are sometimes requesting educators to post video pre-labs or to flip our classrooms. In this article, I share my advice on creating engaging physics videos.

Video teaching program on management of colostomy: Evaluation of its impact on caregivers.

PubMed

Dabas, Heena; Sharma, Kamlesh Kumari; Joshi, Poonam; Agarwala, Sandeep

2016-01-01

Care of a child having colostomy has not been institutionalized for a long time for economic and administrative reasons. After stoma formation, stoma care has to be provided to the child by caregivers at home. Hence, caregivers need to be provided with ongoing education and support, commencing from preoperative teaching to discharge from the hospital and home care. The aims of this study were to develop video-based learning resource material and to evaluate its effectiveness in terms of knowledge and skill attainment by caregivers. The study design was time series, one group pretest and post test. This was conducted among 30 caregivers attending pediatric surgery outpatients and indoor departments of a tertiary level care center. A video teaching program (VTP) related to pediatric colostomy was developed and used to teach the caregivers about colostomy care. Pretested and validated knowledge questionnaire, observational checklist, and stoma assessment scale (SAS) were used to assess the knowledge and skills of caregivers before and after the administration of VTP immediately (post test 1) after and 2 weeks (post test 2) after the intervention. Repeated measures analysis of variance (ANOVA), Bonferroni correction, Mann-Whitney U test, and Kruskal-Wallis test were used. There were significant increases in knowledge (from 10.9 ± 2.5 to 16.4 ± 1.67 and 15.9 ± 4.02, P = 0.001, maximum score 20) and skill scores as assessed by the observation checklist (from 5.6 ± 2.0 to 9.8 ± 1.6 and 8.6 ± 2.1, P = 0.001, maximum score 12) immediately after and 2 weeks after the VTP. However, a decline in skills was observed at 2 weeks when compared with immediate scores, as measured by the observation checklist. There was no significant increase in the skill scores of caregivers as measured by SAS at 2 weeks compared to the immediate scores. The VTP was effective in bringing about an increase in the knowledge and skill of caregivers of children having colostomy. Therefore, video

High Frequency of Neuroimaging Abnormalities Among Pediatric Patients With Sepsis Who Undergo Neuroimaging.

PubMed

Sandquist, Mary K; Clee, Mark S; Patel, Smruti K; Howard, Kelli A; Yunger, Toni; Nagaraj, Usha D; Jones, Blaise V; Fei, Lin; Vadivelu, Sudhakar; Wong, Hector R

2017-07-01

This study was intended to describe and correlate the neuroimaging findings in pediatric patients after sepsis. Retrospective chart review. Single tertiary care PICU. Patients admitted to Cincinnati Children's Hospital Medical Center with a discharge diagnosis of sepsis or septic shock between 2004 and 2013 were crossmatched with patients who underwent neuroimaging during the same time period. All neuroimaging studies that occurred during or subsequent to a septic event were reviewed, and all new imaging findings were recorded and classified. As many patients experienced multiple septic events and/or had multiple neuroimaging studies after sepsis, our statistical analysis utilized the most recent or "final" imaging study available for each patient so that only brain imaging findings that persisted were included. A total of 389 children with sepsis and 1,705 concurrent or subsequent neuroimaging studies were included in the study. Median age at first septic event was 3.4 years (interquartile range, 0.7-11.5). Median time from first sepsis event to final neuroimaging was 157 days (interquartile range, 10-1,054). The most common indications for final imaging were follow-up (21%), altered mental status (18%), and fever/concern for infection (15%). Sixty-three percentage (n = 243) of final imaging studies demonstrated abnormal findings, the most common of which were volume loss (39%) and MRI signal and/or CT attenuation abnormalities (21%). On multivariable logistic regression, highest Pediatric Risk of Mortality score and presence of oncologic diagnosis/organ transplantation were independently associated with any abnormal final neuroimaging study findings (odds ratio, 1.032; p = 0.048 and odds ratio, 1.632; p = 0.041), although early timing of neuroimaging demonstrated a negative association (odds ratio, 0.606; p = 0.039). The most common abnormal finding of volume loss was independently associated with highest Pediatric Risk of Mortality score (odds ratio, 1.037; p

Community health workers' experiences of using video teaching tools during home visits-A pilot study.

PubMed

Coetzee, Bronwyné; Kohrman, Hannah; Tomlinson, Mark; Mbewu, Nokwanele; Le Roux, Ingrid; Adam, Maya

2018-03-01

Innovations in health, such as the use of tablet computers, show promise in broadening the scope of work of community health workers (CHWs), and play an important role in keeping CHWs and their clients up to date with advancements in health. While the use of mobile phones and tablets is innovative, the applicability of these technologies in different contexts remains poorly understood. Furthermore, little is known about the acceptability and feasibility of the use of video teaching tools on such devices across diverse contexts. In this study, we aimed to explore the acceptability and feasibility of using tablets with teaching videos (about HIV, alcohol, nutrition and breastfeeding) to support the health promotion efforts of 24 CHWs who work with pregnant mothers and mothers of young children in an urban township in South Africa. Between November 2015 and May 2016, we conducted focus groups and identified four key themes (with several sub-themes) that demonstrated factors related to the acceptability and feasibility of these devices and their content. Focus group transcripts were analysed thematically using qualitative data analysis software. The findings indicated that while the devices contained several supportive features (such as lightening the workload, and stimulating interest in their work), they also contained several restrictive features (safety and confidentiality). CHWs considered the video content an important tool to engage not only their clients but also family members and the community at large. Issues surrounding safety, privacy and confidentiality of using these devices require careful consideration prior to implementation in large-scale studies. Furthermore, stigma associated with household visits by CHWs and the nature of their work also need to be addressed by researchers and programme implementers. Overall, CHWs deemed the devices and the video content an acceptable and feasible means with which to provide health promotion and education among

Using Video-Based Modeling to Promote Acquisition of Fundamental Motor Skills

ERIC Educational Resources Information Center

Obrusnikova, Iva; Rattigan, Peter J.

2016-01-01

Video-based modeling is becoming increasingly popular for teaching fundamental motor skills to children in physical education. Two frequently used video-based instructional strategies that incorporate modeling are video prompting (VP) and video modeling (VM). Both strategies have been used across multiple disciplines and populations to teach a…

Teaching Play Skills to Children with Autism through Video Modeling: Small Group Arrangement and Observational Learning

ERIC Educational Resources Information Center

Ozen, Arzu; Batu, Sema; Birkan, Binyamin

2012-01-01

The purpose of the present study was to examine if video modeling was an effective way of teaching sociodramatic play skills to individuals with autism in a small group arrangement. Besides maintenance, observational learning and social validation data were collected. Three 9 year old boys with autism participated in the study. Multiple probe…

Instructional video for teaching venepuncture.

PubMed

Pan, Michael; Harcharik, Sara; Moskalenko, Marina; Luber, Adam; Bernardo, Sebastian; Levitt, Jacob

2014-10-01

Safe venepuncture technique is a critical skill for health care professionals, to avoid accidental occupational injury. This study investigates whether watching an instructional video improves medical students' ability to perform venepuncture safely. This was a randomised, controlled, assessor-blinded trial that evaluated the utility of an instructional video, with the primary outcome of the ability to perform venepuncture safely. Forty-two second-year medical students were recruited and randomised to receive either video instruction (group A, n = 20) or no intervention (group B, n = 22). Prior to the study, all students attended an instructor-led workshop on venepuncture. During the study, students were paired and instructed to perform venepuncture on a partner. Performance was assessed using a points-based checklist. Pre- and post-study surveys were conducted to assess confidence with technique. The mean total checklist score was higher in group A than in group B, with values of 14.15 and 9.18, respectively (p < 0.0001, maximum 18 points). Mean scores were also higher in group A than in group B among students who performed first (p = 0.008) and students who performed second (p = 0.005) within the pair. From the post-procedure survey, only group A rated increased confidence in performing venepuncture after the study (p = 0.008). Students who watched an instructional video performed venepuncture more effectively and reported greater confidence with the technique. Medical students can benefit from having access to an instructional video on venepuncture as an adjunct to the standard curriculum. Safe venepuncture technique is a critical skill for health care professionals. © 2014 John Wiley & Sons Ltd.

Video game training and the reward system.

PubMed

Lorenz, Robert C; Gleich, Tobias; Gallinat, Jürgen; Kühn, Simone

2015-01-01

Video games contain elaborate reinforcement and reward schedules that have the potential to maximize motivation. Neuroimaging studies suggest that video games might have an influence on the reward system. However, it is not clear whether reward-related properties represent a precondition, which biases an individual toward playing video games, or if these changes are the result of playing video games. Therefore, we conducted a longitudinal study to explore reward-related functional predictors in relation to video gaming experience as well as functional changes in the brain in response to video game training. Fifty healthy participants were randomly assigned to a video game training (TG) or control group (CG). Before and after training/control period, functional magnetic resonance imaging (fMRI) was conducted using a non-video game related reward task. At pretest, both groups showed strongest activation in ventral striatum (VS) during reward anticipation. At posttest, the TG showed very similar VS activity compared to pretest. In the CG, the VS activity was significantly attenuated. This longitudinal study revealed that video game training may preserve reward responsiveness in the VS in a retest situation over time. We suggest that video games are able to keep striatal responses to reward flexible, a mechanism which might be of critical value for applications such as therapeutic cognitive training.

Improving Preservice Teachers' Perspectives on Family Involvement in Teaching Children with Special Needs: Guest Speaker versus Video

ERIC Educational Resources Information Center

Kim, Eun-Joo; Vail, Cynthia

2011-01-01

This study examines preservice teachers' perspectives on family involvement in special education and effective teaching methods for delivering family-involvement content. Eighty-three preservice teachers provided data on pre- and postadministrations of a questionnaire. The effectiveness of two methods, a video and a guest speaker, in delivering…

Integration of Teaching Processes and Learning Assessment in the Prefrontal Cortex during a Video Game Teaching–learning Task

PubMed Central

Takeuchi, Naoyuki; Mori, Takayuki; Suzukamo, Yoshimi; Izumi, Shin-Ichi

2017-01-01

Human teaching is a social interaction that supports reciprocal and dynamical feedback between the teacher and the student. The prefrontal cortex (PFC) is a region of particular interest due to its demonstrated role in social interaction. In the present study, we evaluated the PFC activity simultaneously in two individuals playing the role of a teacher and student in a video game teaching–learning task. For that, we used two wearable near-infrared spectroscopy (NIRS) devices in order to elucidate the neural mechanisms underlying cognitive interactions between teachers and students. Fifteen teacher–student pairs in total (N = 30) participated in this study. Each teacher was instructed to teach the video game to their student partner, without speaking. The PFC activity was simultaneously evaluated in both participants using a wearable 16-channel NIRS system during the video game teaching–learning task. Two sessions, each including a triplet of a 30-s teaching–learning task, were performed in order to evaluate changes in PFC activity after advancement of teaching–learning state. Changes in the teachers’ left PFC activity between the first and second session positively correlated with those observed in students (r = 0.694, p = 0.004). Moreover, among teachers, multiple regression analysis revealed a correlation between the left PFC activity and the assessment gap between one’s own teaching and the student’s understanding (β = 0.649, p = 0.009). Activity in the left PFC changed synchronously in both teachers and students after advancement of the teaching–learning state. The left PFC of teachers may be involved in integrating information regarding one’s own teaching process and the student’s learning state. The present observations indicate that simultaneous recording and analysis of brain activity data during teacher–student interactions may be useful in the field of educational neuroscience. PMID:28119650

Using Point-of-View Video Modeling and Forward Chaining to Teach a Functional Self-Help Skill to a Child with Autism

ERIC Educational Resources Information Center

Shrestha, Akriti; Anderson, Angelika; Moore, Dennis W.

2013-01-01

This study examined the effectiveness of point-of-view video modeling in a forward-chaining procedure to teach a 4-year-old boy with autism to serve himself an afternoon snack. Task analysis was undertaken, and the task was divided into 3 phases with 1 video produced for each phase. A changing criterion design was used to evaluate the effects of…

Neuroimaging of epilepsy

PubMed Central

Cendes, Fernando; Theodore, William H.; Brinkmann, Benjamin H.; Sulc, Vlastimil; Cascino, Gregory D.

2017-01-01

Imaging is pivotal in the evaluation and management of patients with seizure disorders. Elegant structural neuroimaging with magnetic resonance imaging (MRI) may assist in determining the etiology of focal epilepsy and demonstrating the anatomical changes associated with seizure activity. The high diagnostic yield of MRI to identify the common pathological findings in individuals with focal seizures including mesial temporal sclerosis, vascular anomalies, low-grade glial neoplasms and malformations of cortical development has been demonstrated. Positron emission tomography (PET) is the most commonly performed interictal functional neuroimaging technique that may reveal a focal hypometabolic region concordant with seizure onset. Single photon emission computed tomography (SPECT) studies may assist performance of ictal neuroimaging in patients with pharmacoresistant focal epilepsy being considered for neurosurgical treatment. This chapter highlights neuroimaging developments and innovations, and provides a comprehensive overview of the imaging strategies used to improve the care and management of people with epilepsy. PMID:27430454

Effectiveness of video-assisted teaching program on safety measures followed by the employees working in the silica-based industry in Puducherry, India.

PubMed

Nanthini, Thiruvengadam; Karunagari, Karaline

2016-01-01

Employees constitute a large and important sector of the world's population. The global labor force is about 2,600 million and 75% of this force is working in developing countries. Occupational health and safety (OHS) must be managed in every aspect of their work. Occupational safety and health (OSH), also commonly referred to as OHS or workplace health and safety (WHS) is an area concerned with the safety, health, and welfare of people engaged in any employment. The goal of OSH is to foster a safe and healthy work environment. The aim of this study is to evaluate the effectiveness of video-assisted teaching program on safety measures. A total of 105 employees were selected from M/s ACE Glass Containers Ltd. at Puducherry, India using the convenience sampling technique. Pretest was conducted using a self-administered questionnaire. Subsequent video-assisted teaching was conducted by the investigator after which posttest was conducted. Video-assisted teaching program was found to be effective in improving the knowledge, attitude, and practice of the subjects. Periodical reorientation on safety measures are needed for all the employees as it is essential for promoting the well-being of employees working in any industry.

Educational quality of YouTube videos on knee arthrocentesis.

PubMed

Fischer, Jonas; Geurts, Jeroen; Valderrabano, Victor; Hügle, Thomas

2013-10-01

Knee arthrocentesis is a commonly performed diagnostic and therapeutic procedure in rheumatology and orthopedic surgery. Classic teaching of arthrocentesis skills relies on hands-on practice under supervision. Video-based online teaching is an increasingly utilized educational tool in higher and clinical education. YouTube is a popular video-sharing Web site that can be accessed as a teaching source. The objective of this study was to assess the educational value of YouTube videos on knee arthrocentesis posted by health professionals and institutions during the period from 2008 to 2012. The YouTube video database was systematically searched using 5 search terms related to knee arthrocentesis. Two independent clinical reviewers assessed videos for procedural technique and educational value using a 5-point global score, ranging from 1 = poor quality to 5 = excellent educational quality. As validated international guidelines are lacking, we used the guidelines of the Swiss Society of Rheumatology as criterion standard for the procedure. Of more than thousand findings, 13 videos met the inclusion criteria. Of those, 2 contained additional animated video material: one was purely animated, and one was a check list. The average length was 3.31 ± 2.28 minutes. The most popular video had 1388 hits per month. Our mean global score for educational value was 3.1 ± 1.0. Eight videos (62 %) were considered useful for teaching purposes. Use of a "no-touch" procedure, meaning that once disinfected the skin remains untouched before needle penetration, was present in all videos. Six videos (46%) demonstrated full sterile conditions. There was no clear preference of a medial (n = 8) versus lateral (n = 5) approach. A discreet number of YouTube videos on knee arthrocentesis appeared to be suitable for application in a Web-based format for medical students, fellows, and residents. The low-average mean global score for overall educational value suggests an improvement of future video

DanceChemistry: Helping Students Visualize Chemistry Concepts through Dance Videos

ERIC Educational Resources Information Center

Tay, Gidget C.; Edwards, Kimberly D.

2015-01-01

A visual aid teaching tool, the DanceChemistry video series, has been developed to teach fundamental chemistry concepts through dance. These educational videos portray chemical interactions at the molecular level using dancers to represent chemical species. Students reported that the DanceChemistry videos helped them visualize chemistry ideas in a…

Neuroimaging for psychotherapy research: Current trends

PubMed Central

WEINGARTEN, CAROL P.; STRAUMAN, TIMOTHY J.

2014-01-01

Objective This article reviews neuroimaging studies that inform psychotherapy research. An introduction to neuroimaging methods is provided as background for the increasingly sophisticated breadth of methods and findings appearing in psychotherapy research. Method We compiled and assessed a comprehensive list of neuroimaging studies of psychotherapy outcome, along with selected examples of other types of studies that also are relevant to psychotherapy research. We emphasized magnetic resonance imaging (MRI) since it is the dominant neuroimaging modality in psychological research. Results We summarize findings from neuroimaging studies of psychotherapy outcome, including treatment for depression, obsessive-compulsive disorder (OCD), and schizophrenia. Conclusions The increasing use of neuroimaging methods in the study of psychotherapy continues to refine our understanding of both outcome and process. We suggest possible directions for future neuroimaging studies in psychotherapy research. PMID:24527694

Paraprofessional-Delivered Video Prompting to Teach Academics to Students with Severe Disabilities in Inclusive Settings.

PubMed

Knight, Victoria F; Kuntz, Emily M; Brown, Melissa

2018-06-01

Video prompting is effective for teaching a variety of skills (e.g., daily living, communication) to students with autism and intellectual disability; yet, little research exists on the efficacy of these strategies on academic skills, in inclusive settings, and with typical intervention agents. Authors collaborated with paraprofessionals to select socially important academic skills (i.e., literacy, social studies, science, and math) aligned with students' IEPs and content taught in their inclusive classes. Results from the multiple probe across participants and skills design indicated a functional relation between the paraprofessional-delivered video prompting and correct responding to academic tasks for all three elementary students with autism and intellectual disability. Implications for practitioners, study limitations, and recommendations for future research are discussed.

Systematic Redaction for Neuroimage Data

PubMed Central

Matlock, Matt; Schimke, Nakeisha; Kong, Liang; Macke, Stephen; Hale, John

2013-01-01

In neuroscience, collaboration and data sharing are undermined by concerns over the management of protected health information (PHI) and personal identifying information (PII) in neuroimage datasets. The HIPAA Privacy Rule mandates measures for the preservation of subject privacy in neuroimaging studies. Unfortunately for the researcher, the management of information privacy is a burdensome task. Wide scale data sharing of neuroimages is challenging for three primary reasons: (i) A dearth of tools to systematically expunge PHI/PII from neuroimage data sets, (ii) a facility for tracking patient identities in redacted datasets has not been produced, and (iii) a sanitization workflow remains conspicuously absent. This article describes the XNAT Redaction Toolkit—an integrated redaction workflow which extends a popular neuroimage data management toolkit to remove PHI/PII from neuroimages. Quickshear defacing is also presented as a complementary technique for deidentifying the image data itself. Together, these tools improve subject privacy through systematic removal of PII/PHI. PMID:24179597

Use of Video Modeling to Teach Weight Lifting Techniques to Adults with Down Syndrome: A Pilot Study

ERIC Educational Resources Information Center

Carter, Kathleen; Pennington, Robert; Ledford, Elizabeth

2017-01-01

As adults with Down syndrome (DS) age, their strength decreases resulting in difficulty performing activities of daily living. In the current study, we investigated the use of video modeling for teaching three adults with DS to perform weight lifting techniques. A multiple probe design across behaviors (i.e., lifts) was used to evaluate…

Video-Based Intervention in Teaching Fraction Problem-Solving to Students with Autism Spectrum Disorder.

PubMed

Yakubova, Gulnoza; Hughes, Elizabeth M; Hornberger, Erin

2015-09-01

The purpose of this study was to determine the effectiveness of a point-of-view video modeling intervention to teach mathematics problem-solving when working on word problems involving subtracting mixed fractions with uncommon denominators. Using a multiple-probe across students design of single-case methodology, three high school students with ASD completed the study. All three students demonstrated greater accuracy in solving fraction word problems and maintained accuracy levels at a 1-week follow-up.

Teaching Social Studies with Video Games

ERIC Educational Resources Information Center

Maguth, Brad M.; List, Jonathan S.; Wunderle, Matthew

2015-01-01

Today's youth have grown up immersed in technology and are increasingly relying on video games to solve problems, engage socially, and find entertainment. Yet research and vignettes of teachers actually using video games to advance student learning in social studies is scarce (Hutchinson 2007). This article showcases how social studies…

Video game training and the reward system

PubMed Central

Lorenz, Robert C.; Gleich, Tobias; Gallinat, Jürgen; Kühn, Simone

2015-01-01

Video games contain elaborate reinforcement and reward schedules that have the potential to maximize motivation. Neuroimaging studies suggest that video games might have an influence on the reward system. However, it is not clear whether reward-related properties represent a precondition, which biases an individual toward playing video games, or if these changes are the result of playing video games. Therefore, we conducted a longitudinal study to explore reward-related functional predictors in relation to video gaming experience as well as functional changes in the brain in response to video game training. Fifty healthy participants were randomly assigned to a video game training (TG) or control group (CG). Before and after training/control period, functional magnetic resonance imaging (fMRI) was conducted using a non-video game related reward task. At pretest, both groups showed strongest activation in ventral striatum (VS) during reward anticipation. At posttest, the TG showed very similar VS activity compared to pretest. In the CG, the VS activity was significantly attenuated. This longitudinal study revealed that video game training may preserve reward responsiveness in the VS in a retest situation over time. We suggest that video games are able to keep striatal responses to reward flexible, a mechanism which might be of critical value for applications such as therapeutic cognitive training. PMID:25698962

Making Good Physics Videos

ERIC Educational Resources Information Center

Lincoln, James

2017-01-01

Online videos are an increasingly important way technology is contributing to the improvement of physics teaching. Students and teachers have begun to rely on online videos to provide them with content knowledge and instructional strategies. Online audiences are expecting greater production value, and departments are sometimes requesting educators…

Data sharing in neuroimaging research

PubMed Central

Poline, Jean-Baptiste; Breeze, Janis L.; Ghosh, Satrajit; Gorgolewski, Krzysztof; Halchenko, Yaroslav O.; Hanke, Michael; Haselgrove, Christian; Helmer, Karl G.; Keator, David B.; Marcus, Daniel S.; Poldrack, Russell A.; Schwartz, Yannick; Ashburner, John; Kennedy, David N.

2012-01-01

Significant resources around the world have been invested in neuroimaging studies of brain function and disease. Easier access to this large body of work should have profound impact on research in cognitive neuroscience and psychiatry, leading to advances in the diagnosis and treatment of psychiatric and neurological disease. A trend toward increased sharing of neuroimaging data has emerged in recent years. Nevertheless, a number of barriers continue to impede momentum. Many researchers and institutions remain uncertain about how to share data or lack the tools and expertise to participate in data sharing. The use of electronic data capture (EDC) methods for neuroimaging greatly simplifies the task of data collection and has the potential to help standardize many aspects of data sharing. We review here the motivations for sharing neuroimaging data, the current data sharing landscape, and the sociological or technical barriers that still need to be addressed. The INCF Task Force on Neuroimaging Datasharing, in conjunction with several collaborative groups around the world, has started work on several tools to ease and eventually automate the practice of data sharing. It is hoped that such tools will allow researchers to easily share raw, processed, and derived neuroimaging data, with appropriate metadata and provenance records, and will improve the reproducibility of neuroimaging studies. By providing seamless integration of data sharing and analysis tools within a commodity research environment, the Task Force seeks to identify and minimize barriers to data sharing in the field of neuroimaging. PMID:22493576

What Counts as Educational Video?: Working toward Best Practice Alignment between Video Production Approaches and Outcomes

ERIC Educational Resources Information Center

Winslett, Greg

2014-01-01

The twenty years since the first digital video camera was made commercially available has seen significant increases in the use of low-cost, amateur video productions for teaching and learning. In the same period, production and consumption of professionally produced video has also increased, as has the distribution platforms to access it.…

Effects That Facebook-Based Online Peer Assessment with Micro-Teaching Videos Can Have on Attitudes toward Peer Assessment and Perceived Learning from Peer Assessment

ERIC Educational Resources Information Center

Lin, Guan-Yu

2016-01-01

The present study investigates the effects that Facebook-based online peer assessment with micro-teaching videos can have on attitudes toward peer assessment and perceived learning from peer assessment. The study recruited a sample of 31 university students who were enrolled in a teacher-training course. Using assessees' microteaching videos, the…

A Case Study of the In-Class Use of a Video Game for Teaching High School History

ERIC Educational Resources Information Center

Watson, William R.; Mong, Christopher J.; Harris, Constance A.

2011-01-01

This study examines the case of a sophomore high school history class where "Making History", a video game designed with educational purposes in mind, is used in the classroom to teach about World War II. Data was gathered using observation, focus group and individual interviews, and document analysis. The high school was a rural school…

An Evaluation of a Two Week Teaching Trial Using Interactive Video Technology: Perceptions of Students and Staff.

ERIC Educational Resources Information Center

Baker, R. A.; Hansford, B. C.

This report is concerned with an evaluation of a 2-week teaching trial in 1989 that utilized compressed data--interactive video technology. The trial was a collaborative venture of the University of New England (UNE), TELECOM, the Department of Education, Employment and Training (DEET), and SONY. In general, the University of New England supplied…

A comparison of two forms of teaching instruction: video vs. live lecture for education in clinical periodontology.

PubMed

Ramlogan, S; Raman, V; Sweet, J

2014-02-01

This crossover controlled study aimed to compare the knowledge and skill attained by third-year dental students in three clinical exercises in the discipline of periodontology through video and live lecture instruction. Students (n = 35) segregated into two group either viewed a video or attended a live lecture repeated over three clinical teaching sessions. Pre-test and post-test written assessments were completed and comparisons between video and live lecture done (analysis of variance, P < 0.05). Students were assessed on clinic by a simple checklist. A questionnaire was administered after all three sessions to determine preferences and opinions on video and live lecture. For the combined three sessions, both video (n = 48) and live lecture (n = 47) groups attained similar mean pre-test scores. The mean post-test score was statistically significantly greater (P = 0.049) for the live lecture (74.9%, SD 14.9) compared to the video group (68.6%, SD 16.3). All students attained clinical proficiency via the simple checklist. In adding to their clinical skill, more students favoured video (97%) vs. live lecture (78.8%). Most students (97%) favoured a future combination of video and lecture. While students were deemed clinically competent via a simple checklist, the live lecture group performed better than the video group via the in-depth post-test assessment. Students had a preference for video and would like it integrated in the lecture rather than act as a substitute for the lecture. The use of video alone in clinical periodontology training may have limitations unless supplemented by appropriate learning activities. © 2013 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Video laboratories for the teaching and learning of professional ethics in exercise physiology curricula.

PubMed

Senchina, David S

2011-09-01

Student researchers in physiology courses often interact with human subjects in classroom research but may be unfamiliar with the professional ethics of experimenter-subject interactions. This communication describes experiences related to an interactive video used in exercise science and general biology courses to help students become aware of, sensitive to, and comfortable with implementing professional ethics into their own thinking and behavior as researchers before entering the laboratory. The activity consisted of a filmed exercise physiology experiment complemented with interactive question sheets followed by small- and large-group discussion and culminating with individual student reflections. Student written responses from multiple courses indicated that students were able to 1) identify and consider the ethics of experimenter-subject interactions from the movie, 2) generalize broader ideas of professional ethics from those observations, and 3) consider their observations in terms of future experiments they would be conducting personally and how they should interact with human subjects. A majority of students indicated a positive reaction to the video and identified specific aspects they appreciated. It is hoped that this report will encourage other instructors to consider the use of interactive videos in the teaching and learning of professional ethics related to their courses.

Effectiveness of Student-Generated Video as a Teaching Tool for an Instrumental Technique in the Organic Chemistry Laboratory

ERIC Educational Resources Information Center

Jordan, Jeremy T.; Box, Melinda C.; Eguren, Kristen E.; Parker, Thomas A.; Saraldi-Gallardo, Victoria M.; Wolfe, Michael I.; Gallardo-Williams, Maria T.

2016-01-01

Multimedia instruction has been shown to serve as an effective learning aid for chemistry students. In this study, the viability of student-generated video instruction for organic chemistry laboratory techniques and procedure was examined and its effectiveness compared to instruction provided by a teaching assistant (TA) was evaluated. After…

Practical management of heterogeneous neuroimaging metadata by global neuroimaging data repositories.

PubMed

Neu, Scott C; Crawford, Karen L; Toga, Arthur W

2012-01-01

Rapidly evolving neuroimaging techniques are producing unprecedented quantities of digital data at the same time that many research studies are evolving into global, multi-disciplinary collaborations between geographically distributed scientists. While networked computers have made it almost trivial to transmit data across long distances, collecting and analyzing this data requires extensive metadata if the data is to be maximally shared. Though it is typically straightforward to encode text and numerical values into files and send content between different locations, it is often difficult to attach context and implicit assumptions to the content. As the number of and geographic separation between data contributors grows to national and global scales, the heterogeneity of the collected metadata increases and conformance to a single standardization becomes implausible. Neuroimaging data repositories must then not only accumulate data but must also consolidate disparate metadata into an integrated view. In this article, using specific examples from our experiences, we demonstrate how standardization alone cannot achieve full integration of neuroimaging data from multiple heterogeneous sources and why a fundamental change in the architecture of neuroimaging data repositories is needed instead.

Neuroimaging and Drug Taking in Primates Abbreviated title: Neuroimaging and Drug taking

PubMed Central

Murnane, Kevin S.; Howell, Leonard L.

2011-01-01

Rationale Neuroimaging techniques have led to significant advances in our understanding of the neurobiology of drug-taking and the treatment of drug addiction in humans. Neuroimaging approaches provide a powerful translational approach that can link findings from humans and laboratory animals. Objective This review describes the utility of neuroimaging toward understanding the neurobiological basis of drug taking, and documents the close concordance that can be achieved among neuroimaging, neurochemical and behavioral endpoints. Results The study of drug interactions with dopamine and serotonin transporters in vivo has identified pharmacological mechanisms of action associated with the abuse liability of stimulants. Neuroimaging has identified the extended limbic system, including the prefrontal cortex and anterior cingulate, as important neuronal circuitry that underlies drug taking. The ability to conduct within-subject, longitudinal assessments of brain chemistry and neuronal function has enhanced our efforts to document long-term changes in dopamine D2 receptors, monoamine transporters, and prefrontal metabolism due to chronic drug exposure. Dysregulation of dopamine function and brain metabolic changes in areas involved in reward circuitry have been linked to drug-taking behavior, cognitive impairment and treatment response. Conclusions Experimental designs employing neuroimaging should consider well-documented determinants of drug taking, including pharmacokinetic considerations, subject history and environmental variables. Methodological issues to consider include limited molecular probes, lack of neurochemical specificity in brain activation studies, and the potential influence of anesthetics in animal studies. Nevertheless, these integrative approaches should have important implications for understanding drug-taking behavior and the treatment of drug addiction. PMID:21360099

Effectiveness of video-assisted teaching program on safety measures followed by the employees working in the silica-based industry in Puducherry, India

PubMed Central

Nanthini, Thiruvengadam; Karunagari, Karaline

2016-01-01

Introduction: Employees constitute a large and important sector of the world's population. The global labor force is about 2,600 million and 75% of this force is working in developing countries. Occupational health and safety (OHS) must be managed in every aspect of their work. Occupational safety and health (OSH), also commonly referred to as OHS or workplace health and safety (WHS) is an area concerned with the safety, health, and welfare of people engaged in any employment. The goal of OSH is to foster a safe and healthy work environment. The aim of this study is to evaluate the effectiveness of video-assisted teaching program on safety measures. Materials and Methods: A total of 105 employees were selected from M/s ACE Glass Containers Ltd. at Puducherry, India using the convenience sampling technique. Pretest was conducted using a self-administered questionnaire. Subsequent video-assisted teaching was conducted by the investigator after which posttest was conducted. Results and Conclusion: Video-assisted teaching program was found to be effective in improving the knowledge, attitude, and practice of the subjects. Periodical reorientation on safety measures are needed for all the employees as it is essential for promoting the well-being of employees working in any industry. PMID:27390477

Comparison of Peer and Self-Video Modeling in Teaching First Aid Skills to Children with Intellectual Disability

ERIC Educational Resources Information Center

Ozkan, Serife Yucesoy

2013-01-01

The purposes of this study were to (1) compare peer and self-video modeling in terms of effectiveness and efficiency in teaching first aid skills to children with intellectual disability and (2) analyze the error patterns made in probe sessions to determine whether the children who took the role of sufferers during the first aid skill sessions…

Take-home video for adult literacy

NASA Astrophysics Data System (ADS)

Yule, Valerie

1996-01-01

In the past, it has not been possible to "teach oneself to read" at home, because learners could not read the books to teach them. Videos and interactive compact discs have changed that situation and challenge current assumptions of the pedagogy of literacy. This article describes an experimental adult literacy project using video technology. The language used is English, but the basic concepts apply to any alphabetic or syllabic writing system. A half-hour cartoon video can help adults and adolescents with learning difficulties. Computer-animated cartoon graphics are attractive to look at, and simplify complex material in a clear, lively way. This video technique is also proving useful for distance learners, children, and learners of English as a second language. Methods and principles are to be extended using interactive compact discs.

Academic Uses of Video Games: A Qualitative Assessment of Research and Teaching Needs at a Large Research University

ERIC Educational Resources Information Center

Farrell, Shannon L.; Neeser, Amy E.; Bishoff, Carolyn

2017-01-01

Academic libraries develop collections and services for scholars who use video games in teaching and research. However, there are no assessments of related information and technology needs. The authors conducted 30 semi-structured interviews to gather data about these needs and understand how the University of Minnesota Libraries can facilitate…

The Video in the Classroom: Agatha Christie's "Evil Under the Sun" and the Teaching of Narratology through Film.

ERIC Educational Resources Information Center

Kokonis, Michael

This paper suggests ways in which video can be used in teaching college literature and cinema courses in order to promote audiovisual literacy. The method proposed presupposes an approach to narrative through narratology, the discipline that examines texts of narrative fiction as narratives, irrespective of their mode of manifestation (verbal,…

The Combined Use of Video Modeling and Social Stories in Teaching Social Skills for Individuals with Intellectual Disability

ERIC Educational Resources Information Center

Gül, Seray Olçay

2016-01-01

There are many studies in the literature in which individuals with intellectual disabilities exhibit social skills deficits and which show the need for teaching these skills systematically. This study aims to investigate the effects of an intervention package of consisting computer-presented video modeling and Social Stories on individuals with…

Differences in the perception of seven behaviour-modifying techniques in paediatric dentistry by undergraduate students using lecturing and video sequences for teaching.

PubMed

Kalwitzki, M; Beyer, C; Meller, C

2010-11-01

Whilst preparing undergraduate students for a clinical course in paediatric dentistry, four consecutive classes (n = 107) were divided into two groups. Seven behaviour-modifying techniques were introduced: systematic desensitization, operant conditioning, modelling, Tell, Show, Do-principle, substitution, change of roles and the active involvement of the patient. The behaviour-modifying techniques that had been taught to group one (n = 57) through lecturing were taught to group two (n = 50) through video sequences and vice versa in the following semester. Immediately after the presentations, students were asked by means of a questionnaire about their perceptions of ease of using the different techniques and their intention for clinical application of each technique. After completion of the clinical course, they were asked about which behaviour-modifying techniques they had actually used when dealing with patients. Concerning the perception of ease of using the different techniques, there were considerable differences for six of the seven techniques (P < 0.05). Whilst some techniques seemed more difficult to apply clinically after lecturing, others seemed more difficult after video-based teaching. Concerning the intention for clinical application and the actual clinical application, there were higher percentages for all techniques taught after video-based teaching. However, the differences were significant only for two techniques in each case (P < 0.05). It is concluded that the use of video based teaching enhances the intention for application and the actual clinical application only for a limited number of behaviour-modifying techniques. © 2010 John Wiley & Sons A/S.

Video Feedforward for Reading

ERIC Educational Resources Information Center

Dowrick, Peter W.; Kim-Rupnow, Weol Soon; Power, Thomas J.

2006-01-01

Video feedforward can create images of positive futures, as has been shown by researchers using self-modeling methods to teach new skills with carefully planned and edited videos that show the future capability of the individual. As a supplement to tutoring provided by community members, we extended these practices to young children struggling to…

The neuroimaging of sacred values.

PubMed

Vilarroya, Oscar; Hilferty, Joseph

2013-09-01

Sacred (or protected) values (SVs) constitute core beliefs that define primary reference groups. There is significant research on SVs at a behavioral level, but their neural underpinnings are just beginning to be discovered. In this paper, we highlight the current state of neuroimaging research concerning SVs. Given that SVs are considered to be strongly motivated by moral principles, we first provide an outline of the neural circuits that have been found to be involved in moral cognition. We then review various neuroimaging studies that have explored the notion of SVs. Specifically, we concentrate on neuroimaging studies dealing with intergroup bias and those that focus on social norms, since these are two basic dimensions of SVs that have been studied with neuroimaging techniques. Finally, we review two studies that have directly addressed SVs with neuroimaging techniques, and we offer suggestions for further avenues of study. © 2013 New York Academy of Sciences.

Video Games and Learning: Teaching and Participatory Culture in the Digital Age. Technology, Education--Connections (the TEC Series)

ERIC Educational Resources Information Center

Squire, Kurt

2011-01-01

Can we learn socially and academically valuable concepts and skills from video games? How can we best teach the "gamer generation?" This accessible book describes how educators and curriculum designers can harness the participatory nature of digital media and play. The author presents a comprehensive model of games and learning that integrates…

Beats: Video Monitors and Cameras.

ERIC Educational Resources Information Center

Worth, Frazier

1996-01-01

Presents a method to teach the concept of beats as a generalized phenomenon rather than teaching it only in the context of sound. Involves using a video camera to film a computer terminal, 16-mm projector, or TV monitor. (JRH)

Teaching the Blind to Find Their Way by Playing Video Games

PubMed Central

Merabet, Lotfi B.; Connors, Erin C.; Halko, Mark A.; Sánchez, Jaime

2012-01-01

Computer based video games are receiving great interest as a means to learn and acquire new skills. As a novel approach to teaching navigation skills in the blind, we have developed Audio-based Environment Simulator (AbES); a virtual reality environment set within the context of a video game metaphor. Despite the fact that participants were naïve to the overall purpose of the software, we found that early blind users were able to acquire relevant information regarding the spatial layout of a previously unfamiliar building using audio based cues alone. This was confirmed by a series of behavioral performance tests designed to assess the transfer of acquired spatial information to a large-scale, real-world indoor navigation task. Furthermore, learning the spatial layout through a goal directed gaming strategy allowed for the mental manipulation of spatial information as evidenced by enhanced navigation performance when compared to an explicit route learning strategy. We conclude that the immersive and highly interactive nature of the software greatly engages the blind user to actively explore the virtual environment. This in turn generates an accurate sense of a large-scale three-dimensional space and facilitates the learning and transfer of navigation skills to the physical world. PMID:23028703

Teaching the blind to find their way by playing video games.

PubMed

Merabet, Lotfi B; Connors, Erin C; Halko, Mark A; Sánchez, Jaime

2012-01-01

Computer based video games are receiving great interest as a means to learn and acquire new skills. As a novel approach to teaching navigation skills in the blind, we have developed Audio-based Environment Simulator (AbES); a virtual reality environment set within the context of a video game metaphor. Despite the fact that participants were naïve to the overall purpose of the software, we found that early blind users were able to acquire relevant information regarding the spatial layout of a previously unfamiliar building using audio based cues alone. This was confirmed by a series of behavioral performance tests designed to assess the transfer of acquired spatial information to a large-scale, real-world indoor navigation task. Furthermore, learning the spatial layout through a goal directed gaming strategy allowed for the mental manipulation of spatial information as evidenced by enhanced navigation performance when compared to an explicit route learning strategy. We conclude that the immersive and highly interactive nature of the software greatly engages the blind user to actively explore the virtual environment. This in turn generates an accurate sense of a large-scale three-dimensional space and facilitates the learning and transfer of navigation skills to the physical world.

Practical management of heterogeneous neuroimaging metadata by global neuroimaging data repositories

PubMed Central

Neu, Scott C.; Crawford, Karen L.; Toga, Arthur W.

2012-01-01

Rapidly evolving neuroimaging techniques are producing unprecedented quantities of digital data at the same time that many research studies are evolving into global, multi-disciplinary collaborations between geographically distributed scientists. While networked computers have made it almost trivial to transmit data across long distances, collecting and analyzing this data requires extensive metadata if the data is to be maximally shared. Though it is typically straightforward to encode text and numerical values into files and send content between different locations, it is often difficult to attach context and implicit assumptions to the content. As the number of and geographic separation between data contributors grows to national and global scales, the heterogeneity of the collected metadata increases and conformance to a single standardization becomes implausible. Neuroimaging data repositories must then not only accumulate data but must also consolidate disparate metadata into an integrated view. In this article, using specific examples from our experiences, we demonstrate how standardization alone cannot achieve full integration of neuroimaging data from multiple heterogeneous sources and why a fundamental change in the architecture of neuroimaging data repositories is needed instead. PMID:22470336

Neural modeling and functional neuroimaging.

PubMed

Horwitz, B; Sporns, O

1994-01-01

Two research areas that so far have had little interaction with one another are functional neuroimaging and computational neuroscience. The application of computational models and techniques to the inherently rich data sets generated by "standard" neurophysiological methods has proven useful for interpreting these data sets and for providing predictions and hypotheses for further experiments. We suggest that both theory- and data-driven computational modeling of neuronal systems can help to interpret data generated by functional neuroimaging methods, especially those used with human subjects. In this article, we point out four sets of questions, addressable by computational neuroscientists whose answere would be of value and interest to those who perform functional neuroimaging. The first set consist of determining the neurobiological substrate of the signals measured by functional neuroimaging. The second set concerns developing systems-level models of functional neuroimaging data. The third set of questions involves integrating functional neuroimaging data across modalities, with a particular emphasis on relating electromagnetic with hemodynamic data. The last set asks how one can relate systems-level models to those at the neuronal and neural ensemble levels. We feel that there are ample reasons to link functional neuroimaging and neural modeling, and that combining the results from the two disciplines will result in furthering our understanding of the central nervous system. © 1994 Wiley-Liss, Inc. This Article is a US Goverment work and, as such, is in the public domain in the United State of America. Copyright © 1994 Wiley-Liss, Inc.

A Taxonomy of Asynchronous Instructional Video Styles

ERIC Educational Resources Information Center

Chorianopoulos, Konstantinos

2018-01-01

Many educational organizations are employing instructional videos in their pedagogy, but there is a limited understanding of the possible video formats. In practice, the presentation format of instructional videos ranges from direct recording of classroom teaching with a stationary camera, or screencasts with voiceover, to highly elaborate video…

Developing Teaching Assistants' Skills in Positive Behaviour Management: An Application of Video Interaction Guidance in a Secondary School

ERIC Educational Resources Information Center

Hayes, Ben; Richardson, Sally; Hindle, Sarah; Grayson, Katy

2011-01-01

This paper reports an action research project in a school in the UK designed to investigate the impact of a brief Video Interaction Guidance (VIG) intervention in promoting skills of non-teaching staff in positive behaviour management. A summary of the literature in relation to VIG is provided before describing the project and data collected. Ten…

Student perceptions of a video-based blended learning approach for improving pediatric physical examination skills.

PubMed

Lehmann, Ronny; Seitz, Anke; Bosse, Hans Martin; Lutz, Thomas; Huwendiek, Sören

2016-11-01

Physical examination skills are crucial for a medical doctor. The physical examination of children differs significantly from that of adults. Students often have only limited contact with pediatric patients to practice these skills. In order to improve the acquisition of pediatric physical examination skills during bedside teaching, we have developed a combined video-based training concept, subsequently evaluating its use and perception. Fifteen videos were compiled, demonstrating defined physical examination sequences in children of different ages. Students were encouraged to use these videos as preparation for bedside teaching during their pediatric clerkship. After bedside teaching, acceptance of this approach was evaluated using a 10-item survey, asking for the frequency of video use and the benefits to learning, self-confidence, and preparation of bedside teaching as well as the concluding OSCE. N=175 out of 299 students returned survey forms (58.5%). Students most frequently used videos, either illustrating complete examination sequences or corresponding focus examinations frequently assessed in the OSCE. Students perceived the videos as a helpful method of conveying the practical process and preparation for bedside teaching as well as the OSCE, and altogether considered them a worthwhile learning experience. Self-confidence at bedside teaching was enhanced by preparation with the videos. The demonstration of a defined standardized procedural sequence, explanatory comments, and demonstration of infrequent procedures and findings were perceived as particularly supportive. Long video segments, poor alignment with other curricular learning activities, and technical problems were perceived as less helpful. Students prefer an optional individual use of the videos, with easy technical access, thoughtful combination with the bedside teaching, and consecutive standardized practice of demonstrated procedures. Preparation with instructional videos combined with bedside

A Comparison of Video Formats for Online Teaching

ERIC Educational Resources Information Center

Malaga, Ross A.; Koppel, Nicole B.

2017-01-01

The use of video to deliver content to students online has become increasingly popular. However, educators are often plagued with the question of which format to use to deliver asynchronous video material. Whether it is a College or University committing to a common video format or an individual instructor selecting the method that works best for…

Video Cases. [SITE 2002 Section].

ERIC Educational Resources Information Center

Talley, Sue, Ed.

This document contains the following papers on video case studies from the SITE (Society for Information Technology & Teacher Education) 2002 conference: (1) "Developing Digital Video Resources To Improve Teaching with Technology: The PT3--'Best Practices' Project"; (2) "Portraits of Three Schools from the U.S.A. Exemplary Technology-Supported…

This Rock 'n' Roll Video Teaches Math

ERIC Educational Resources Information Center

Niess, Margaret L.; Walker, Janet M.

2009-01-01

Mathematics is a discipline that has significantly advanced through the use of digital technologies with improved computational, graphical, and symbolic capabilities. Digital videos can be used to present challenging mathematical questions for students. Video clips offer instructional possibilities for moving students from a passive mode of…

Feedback in action within bedside teaching encounters: a video ethnographic study.

PubMed

Rizan, Chantelle; Elsey, Christopher; Lemon, Thomas; Grant, Andrew; Monrouxe, Lynn V

2014-09-01

Feedback associated with teaching activities is often synonymous with reflection on action, which comprises the evaluative assessment of performance out of its original context. Feedback in action (as correction during clinical encounters) is an underexplored, complementary resource facilitating students' understanding and learning. The purpose of this study was to explore the interactional patterns and correction modalities utilised in feedback sequences between doctors and students within general practice-based bedside teaching encounters (BTEs). A qualitative video ethnographic approach was used. Participants were recorded in their natural settings to allow interactional practices to be contextually explored. We examined 12 BTEs recorded across four general practices and involving 12 patients, four general practitioners and four medical students (209 minutes and 20 seconds of data) taken from a larger corpus. Data analysis was facilitated by Transana video analysis software and informed by previous conversation analysis research in ordinary conversation, classrooms and health care settings. A range of correction strategies across a spectrum of underlying explicitness were identified. Correction strategies classified at extreme poles of this scale (high or low explicitness) were believed to be less interactionally effective. For example, those using abrupt closing of topics (high explicitness) or interactional ambiguity (low explicitness) were thought to be less effective than embedded correction strategies that enabled the student to reach the correct answer with support. We believe that educators who are explicitly taught linguistic strategies for how to manage feedback in BTEs might manage learning more effectively. For example, clinicians might maximise learning moments during BTEs by avoiding abrupt or ambiguous feedback practices. Embedded correction strategies can enhance student participation by guiding students towards the correct answer. Clinician

Using Short Videos to Teach Research Ethics

NASA Astrophysics Data System (ADS)

Loui, M. C.

2014-12-01

Created with support from the National Science Foundation, EthicsCORE (www.natonalethicscenter.org) is an online resource center for ethics in science and engineering. Among the resources, EthicsCORE hosts short video vignettes produced at the University of Nebraska - Lincoln that dramatize problems in the responsible conduct of research, such as peer review of journal submissions, and mentoring relationships between faculty and graduate students. I will use one of the video vignettes in an interactive pedagogical demonstration. After showing the video, I will ask participants to engage in a think-pair-share activity on the professional obligations of researchers. During the sharing phase, participants will supply the reasons for these obligations.

Effects of Mother-Delivered Social Stories and Video Modeling in Teaching Social Skills to Children with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Acar, Cimen; Tekin-Iftar, Elif; Yikmis, Ahmet

2017-01-01

An adapted alternating treatments design was used to compare mother-developed and delivered social stories and video modeling in teaching social skills to children with autism spectrum disorder (ASD). Mothers' opinions about the social validity of the study were also examined. Three mother-child dyads participated in the study. Results showed that…

Students' Learning Experiences from Didactic Teaching Sessions Including Patient Case Examples as Either Text or Video: A Qualitative Study.

PubMed

Pedersen, Kamilla; Moeller, Martin Holdgaard; Paltved, Charlotte; Mors, Ole; Ringsted, Charlotte; Morcke, Anne Mette

2017-10-06

The aim of this study was to explore medical students' learning experiences from the didactic teaching formats using either text-based patient cases or video-based patient cases with similar content. The authors explored how the two different patient case formats influenced students' perceptions of psychiatric patients and students' reflections on meeting and communicating with psychiatric patients. The authors conducted group interviews with 30 medical students who volunteered to participate in interviews and applied inductive thematic content analysis to the transcribed interviews. Students taught with text-based patient cases emphasized excitement and drama towards the personal clinical narratives presented by the teachers during the course, but never referred to the patient cases. Authority and boundary setting were regarded as important in managing patients. Students taught with video-based patient cases, in contrast, often referred to the patient cases when highlighting new insights, including the importance of patient perspectives when communicating with patients. The format of patient cases included in teaching may have a substantial impact on students' patient-centeredness. Video-based patient cases are probably more effective than text-based patient cases in fostering patient-centered perspectives in medical students. Teachers sharing stories from their own clinical experiences stimulates both engagement and excitement, but may also provoke unintended stigma and influence an authoritative approach in medical students towards managing patients in clinical psychiatry.

Improving physics instruction by analyzing video games

NASA Astrophysics Data System (ADS)

Beatty, Ian D.

2013-01-01

Video games can be very powerful teaching systems, and game designers have become adept at optimizing player engagement while scaffolding development of complex skills and situated knowledge. One implication is that we might create games to teach physics. Another, which I explore here, is that we might learn to improve classroom physics instruction by studying effective games. James Gee, in his book What Video Games Have to Teach Us About Learning and Literacy (2007), articulates 36 principles that make good video games highly effective as learning environments. In this theoretical work, I identify 16 themes running through Gee's principles, and explore how these themes and Gee's principles could be applied to the design of an on-campus physics course. I argue that the process pushes us to confront aspects of learning that physics instructors and even physics education researchers generally neglect, and suggest some novel ideas for course design.

Technologies and Techniques for Supporting Facilitated Video

ERIC Educational Resources Information Center

Linnell, Natalie

2011-01-01

Worldwide, demand for education of all kinds is increasing beyond the capacity to provide it. One approach that shows potential for addressing this demand is facilitated video. In facilitated video, an educator is recorded teaching, and that video is sent to a remote site where it is shown to students by a facilitator who creates interaction…

Video Streaming in Online Learning

ERIC Educational Resources Information Center

Hartsell, Taralynn; Yuen, Steve Chi-Yin

2006-01-01

The use of video in teaching and learning is a common practice in education today. As learning online becomes more of a common practice in education, streaming video and audio will play a bigger role in delivering course materials to online learners. This form of technology brings courses alive by allowing online learners to use their visual and…

Neuroimaging Endophenotypes in Autism Spectrum Disorder

PubMed Central

Mahajan, Rajneesh; Mostofsky, Stewart H.

2015-01-01

Autism spectrum disorder (ASD) is a neurodevelopmental disorder that has a strong genetic basis, and is heterogeneous in its etiopathogenesis and clinical presentation. Neuroimaging studies, in concert with neuropathological and clinical research, have been instrumental in delineating trajectories of development in children with ASD. Structural neuroimaging has revealed ASD to be a disorder with general and regional brain enlargement, especially in the frontotemporal cortices, while functional neuroimaging studies have highlighted diminished connectivity, especially between frontal-posterior regions. The diverse and specific neuroimaging findings may represent potential neuroendophenotypes, and may offer opportunities to further understand the etiopathogenesis of ASD, predict treatment response and lead to the development of new therapies. PMID:26234701

Learning while having fun: the use of video gaming to teach geriatric house calls to medical students.

PubMed

Duque, Gustavo; Fung, Shek; Mallet, Louise; Posel, Nancy; Fleiszer, David

2008-07-01

Although most health professionals perform home visits, there is not a structured method for performing them. In addition, in-training health professionals' exposure to home visits is limited for logistical reasons. A new method for medical students to learn how to perform an effective home visit was developed using an instructional video game. It was expected that students would learn the principles of a home visit using a video game while identifying the usefulness of video gaming (edutainment) in geriatrics education. A video game was created simulating a patient's house that the students were able to explore. Students played against time and distracters while being expected to click on those elements that they considered to be risk factors for falls or harmful for the patient. At the end of the game, the students received feedback on the chosen elements that were right or wrong. Finally, evaluation of the tool was obtained using pre- and posttests and pre- and postexposure feedback surveys. Fifty-six fourth-year medical students used the video game and completed the tests and the feedback surveys. This method showed a high level of engagement that is associated with improvement in knowledge. Additionally, users' feedback indicated that it was an innovative approach to the teaching of health sciences. In summary, this method provides medical students with a fun and structured experience that has an effect not only on their learning, but also on their understanding of the particular needs of the elderly population.

Computer-Based Video Instruction to Teach the Use of Augmentative and Alternative Communication Devices for Ordering at Fast-Food Restaurants

ERIC Educational Resources Information Center

Mechling, Linda C.; Cronin, Beth

2006-01-01

In the study reported on here, the authors used computer-based video instruction (CBVI) to teach 3 high school students with moderate or severe intellectual disabilities how to order in fast-food restaurants by using an augmentative, alternative communication device. The study employed a multiple probe design to institute CBVI as the only…

Making MR Imaging Child's Play - Pediatric Neuroimaging Protocol, Guidelines and Procedure

PubMed Central

Raschle, Nora M.; Lee, Michelle; Buechler, Roman; Christodoulou, Joanna A.; Chang, Maria; Vakil, Monica; Stering, Patrice L.; Gaab, Nadine

2009-01-01

's compliance during MR imaging sessions 19,20. In the current video report, we present a pediatric neuroimaging protocol with guidelines and procedures that have proven to be successful to date in young children. PMID:19684560

Writing Assignments in Disguise: Lessons Learned Using Video Projects in the Classroom

NASA Astrophysics Data System (ADS)

Wade, P.; Courtney, A.

2012-12-01

This study describes the instructional approach of using student-created video documentaries as projects in an undergraduate non-science majors' Energy Perspectives science course. Four years of teaching this course provided many reflective teaching moments from which we have enhanced our instructional approach to teaching students how to construct a quality Ken Burn's style science video. Fundamental to a good video documentary is the story told via a narrative which involves significant writing, editing and rewriting. Many students primarily associate a video documentary with visual imagery and do not realize the importance of writing in the production of the video. Required components of the student-created video include: 1) select a topic, 2) conduct research, 3) write an outline, 4) write a narrative, 5) construct a project storyboard, 6) shoot or acquire video and photos (from legal sources), 7) record the narrative, 8) construct the video documentary, 9) edit and 10) finalize the project. Two knowledge survey instruments (administered pre- and post) were used for assessment purposes. One survey focused on the skills necessary to research and produce video documentaries and the second survey assessed students' content knowledge acquired from each documentary. This talk will focus on the components necessary for video documentaries and the instructional lessons learned over the years. Additionally, results from both surveys and student reflections of the video project will be shared.

Video Feedback in the Classroom: Development of an Easy-to-Use Learning Environment

ERIC Educational Resources Information Center

De Poorter, John; De Jaegher, Lut; De Cock, Mieke; Neuttiens, Tom

2007-01-01

Video feedback offers great potential for use in teaching but the relative complexity of the normal set-up of a video camera, a special tripod and a monitor has limited its use in teaching. The authors have developed a computer-webcam set-up which simplifies this. Anyone with an ordinary computer and webcam can learn to control the video feedback…

Learning Trajectory for Transforming Teachers' Knowledge for Teaching Mathematics and Science with Digital Image and Video Technologies in an Online Learning Experience

ERIC Educational Resources Information Center

Niess, Margaret L.; Gillow-Wiles, Henry

2014-01-01

This qualitative cross-case study explores the influence of a designed learning trajectory on transforming teachers' technological pedagogical content knowledge (TPACK) for teaching with digital image and video technologies. The TPACK Learning Trajectory embeds tasks with specific instructional strategies within a social metacognitive…

360° virtual reality video for the acquisition of knot tying skills: A randomised controlled trial.

PubMed

Yoganathan, S; Finch, D A; Parkin, E; Pollard, J

2018-06-01

360° virtual reality (VR) video is an exciting and evolving field. Current technology promotes a totally immersive, 3-dimensional (3D), 360° experience anywhere in the world using simply a smart phone and virtual reality headset. The potential for its application in the field of surgical education is enormous. The aim of this study was to determine knot tying skills taught with a 360-degree VR video compared to conventional 2D video teaching. This trial was a prospective, randomised controlled study. 40 foundation year doctors (first year postgraduate) were randomised to either the 360-degree VR video (n = 20) or 2D video teaching (n = 20). Participants were given 15 min to watch their allocated video. Ability to tie a single handed reef knot was then assessed against a marking criteria developed for the Royal College of Surgeons, England, (RCSeng) Basic Surgical Skills (BSS) course, by a blinded assessor competent in knot tying. Each candidate then underwent further teaching using Peyton's four step model. Knot tying technique was then re-assessed. Knot tying scores were significantly better in the VR video teaching arm when compared with conventional (median knot score 5.0 vs 4.0 p = 0.04). When used in combination with face to face skills teaching this difference persisted (median knot score 9.5 vs 9.0 p = 0.01). More people in the VR arm constructed a complete reef knot than in the 2D arm following face to face teaching (17/20 vs 12/20). No difference between the groups existed in the time taken to construct a reef knot following video and teaching (median time 31.0s vs 30.5s p = 0.89). This study shows there is significant merit in the application of 360-degree VR video technology in surgical training, both as an independent teaching aid and when used as an adjunct to traditional face to face teaching. Copyright © 2018 IJS Publishing Group Ltd. Published by Elsevier Ltd. All rights reserved.

Using a high-definition stereoscopic video system to teach microscopic surgery

NASA Astrophysics Data System (ADS)

Ilgner, Justus; Park, Jonas Jae-Hyun; Labbé, Daniel; Westhofen, Martin

2007-02-01

Introduction: While there is an increasing demand for minimally invasive operative techniques in Ear, Nose and Throat surgery, these operations are difficult to learn for junior doctors and demanding to supervise for experienced surgeons. The motivation for this study was to integrate high-definition (HD) stereoscopic video monitoring in microscopic surgery in order to facilitate teaching interaction between senior and junior surgeon. Material and methods: We attached a 1280x1024 HD stereo camera (TrueVisionSystems TM Inc., Santa Barbara, CA, USA) to an operating microscope (Zeiss ProMagis, Zeiss Co., Oberkochen, Germany), whose images were processed online by a PC workstation consisting of a dual Intel® Xeon® CPU (Intel Co., Santa Clara, CA). The live image was displayed by two LCD projectors @ 1280x768 pixels on a 1,25m rear-projection screen by polarized filters. While the junior surgeon performed the surgical procedure based on the displayed stereoscopic image, all other participants (senior surgeon, nurse and medical students) shared the same stereoscopic image from the screen. Results: With the basic setup being performed only once on the day before surgery, fine adjustments required about 10 minutes extra during the operation schedule, which fitted into the time interval between patients and thus did not prolong operation times. As all relevant features of the operative field were demonstrated on one large screen, four major effects were obtained: A) Stereoscopy facilitated orientation for the junior surgeon as well as for medical students. B) The stereoscopic image served as an unequivocal guide for the senior surgeon to demonstrate the next surgical steps to the junior colleague. C) The theatre nurse shared the same image, anticipating the next instruments which were needed. D) Medical students instantly share the information given by all staff and the image, thus avoiding the need for an extra teaching session. Conclusion: High definition

Toilet Teaching Your Child

MedlinePlus

... Safe Videos for Educators Search English Español Toilet Teaching Your Child KidsHealth / For Parents / Toilet Teaching Your ... to make the process easier. Tips for Toilet Teaching Even before your child is ready to try ...

4-H Science Inquiry Video Series

ERIC Educational Resources Information Center

Green, Jeremy W.; Black, Lynette; Willis, Patrick

2013-01-01

Studies support science inquiry as a positive method and approach for 4-H professionals and volunteers to use for teaching science-based practices to youth. The development of a science inquiry video series has yielded positive results as it relates to youth development education and science. The video series highlights how to conduct science-rich…

Effects of video modeling with video feedback on vocational skills of adults with autism spectrum disorder.

PubMed

English, Derek L; Gounden, Sadhana; Dagher, Richard E; Chan, Shu Fen; Furlonger, Brett E; Anderson, Angelika; Moore, Dennis W

2017-11-01

To examine the effectiveness of a video modeling (VM) with video feedback (VFB) intervention to teach vocational gardening skills to three adults with autism spectrum disorder (ASD). A multiple probe design across skills was used to assess the effects of the intervention on the three participants' ability to perform skills accurately. The use of VM with VFB led to improvements across skills for two of the participants. The third participant required video prompting (VP) for successful skill acquisition. Skill performance generalized across personnel and settings for two of the participants, but it was not assessed for the third. Skill performance maintained at follow-up for all three participants. Social validity data gathered from participants, parents, and co-workers were positive. These findings suggest that VM with VFB and VP with VFB were effective and socially acceptable interventions for teaching vocational gardening skills to young adults with ASD.

Laws of reflection and Snell's law revisited by video modeling

NASA Astrophysics Data System (ADS)

Rodrigues, M.; Simeão Carvalho, P.

2014-07-01

Video modelling is being used, nowadays, as a tool for teaching and learning several topics in Physics. Most of these topics are related to kinematics. In this work we show how video modelling can be used for demonstrations and experimental teaching in optics, namely the laws of reflection and the well-known Snell's Law of light. Videos were recorded with a photo camera at 30 frames/s, and analysed with the open source software Tracker. Data collected from several frames was treated with the Data Tool module, and graphs were built to obtain relations between incident, reflected and refraction angles, as well as to determine the refractive index of Perspex. These videos can be freely distributed in the web and explored with students within the classroom, or as a homework assignment to improve student's understanding on specific contents. They present a large didactic potential for teaching basic optics in high school with an interactive methodology.

Functional neuroimaging in psychiatry.

PubMed Central

Fu, C H; McGuire, P K

1999-01-01

Functional neuroimaging is one of the most powerful means available for investigating the pathophysiology of psychiatric disorders. In this review, we shall focus on the different ways that it can be employed to this end, describing the major findings in the field in the context of different methodological approaches. We will also discuss practical issues that are particular to studying psychiatric disorders and the potential contribution of functional neuroimaging to future psychiatric research. PMID:10466156

Using Interactive Video to Develop Preservice Teachers' Classroom Awareness

ERIC Educational Resources Information Center

Fadde, Peter; Sullivan, Patricia

2013-01-01

This study investigates the use of interactive video in teacher education as a way of laying the cognitive groundwork for developing teacher self-reflection. Two interactive video approaches were designed to help early preservice teachers (novices) align what they observed in classroom teaching videos of other preservice teachers with what…

The Development of Mathematical Knowledge for Teaching for Quantitative Reasoning Using Video-Based Instruction

NASA Astrophysics Data System (ADS)

Walters, Charles David

Quantitative reasoning (P. W. Thompson, 1990, 1994) is a powerful mathematical tool that enables students to engage in rich problem solving across the curriculum. One way to support students' quantitative reasoning is to develop prospective secondary teachers' (PSTs) mathematical knowledge for teaching (MKT; Ball, Thames, & Phelps, 2008) related to quantitative reasoning. However, this may prove challenging, as prior to entering the classroom, PSTs often have few opportunities to develop MKT by examining and reflecting on students' thinking. Videos offer one avenue through which such opportunities are possible. In this study, I report on the design of a mini-course for PSTs that featured a series of videos created as part of a proof-of-concept NSF-funded project. These MathTalk videos highlight the ways in which the quantitative reasoning of two high school students developed over time. Using a mixed approach to grounded theory, I analyzed pre- and postinterviews using an extant coding scheme based on the Silverman and Thompson (2008) framework for the development of MKT. This analysis revealed a shift in participants' affect as well as three distinct shifts in their MKT around quantitative reasoning with distances, including shifts in: (a) quantitative reasoning; (b) point of view (decentering); and (c) orientation toward problem solving. Using the four-part focusing framework (Lobato, Hohensee, & Rhodehamel, 2013), I analyzed classroom data to account for how participants' noticing was linked with the shifts in MKT. Notably, their increased noticing of aspects of MKT around quantitative reasoning with distances, which features prominently in the MathTalk videos, seemed to contribute to the emergence of the shifts in MKT. Results from this study link elements of the learning environment to the development of specific facets of MKT around quantitative reasoning with distances. These connections suggest that vicarious experiences with two students' quantitative

Using videos, apps and hands-on experience in undergraduate hydrology teaching

NASA Astrophysics Data System (ADS)

Van Loon, Anne

2016-04-01

Hydrological sciences teaching always needs to make a link between the classroom and the outside world. This can be done with fieldwork and excursions, but the increasing availability of open educational resources gives more-and-more other options to make theory more understandable and applicable. In the undergraduate teaching of hydrology at the University of Birmingham we make use of a number of tools to enhance the hydrology 'experience' of students. Firstly, we add hydrological science videos available in the public domain to our explanations of theory. These are both visualisations of concepts and recorded demonstrations in the field or the lab. One example is the concept of catchments and travel times which has been excellently visualised by MetEd. Secondly, we use a number of mobile phone apps, which provide virtual reality information and real-time monitoring information. We use the MySoil App (by Natural Environment Research Council (NERC), British Geological Survey (BGS) and Centre for Ecology & Hydrology (CEH)) and iGeology / iGeology3D (by BGS) to let students explore soil properties and hydrogeology of an area of interest. And we use the River Levels App (by OGL based on Environment Agency real time data) for exploring real time river levels and investigating spatial variability. Finally, we developed small hands-on projects for students to apply the theory outside the classroom. We for instance let them do simple infiltration experiments and ask them to them design a measurement plan. Evaluations have shown that students enjoy these activities and that it helps their learning. In this presentation we hope to share our experience so that the options for using open (educational) resources for hydrology teaching become more used in linking the classroom to the outside world.

Evaluation of EPE Videos in Different Phases of a Learning Process

ERIC Educational Resources Information Center

Kolas, Line; Munkvold, Robin; Nordseth, Hugo

2012-01-01

The goal of the paper is to present possible use of EPE videos in different phases of a learning and teaching process. The paper is based on an evaluation of EPE (easy production educational) videos. The evaluation framework used in this study, divides the teaching and learning process into four main phases: 1) The preparation phase, 2) The…

Technical Skills Training for Veterinary Students: A Comparison of Simulators and Video for Teaching Standardized Cardiac Dissection.

PubMed

Allavena, Rachel E; Schaffer-White, Andrea B; Long, Hanna; Alawneh, John I

The goal of the study was to evaluate alternative student-centered approaches that could replace autopsy sessions and live demonstration and to explore refinements in assessment procedures for standardized cardiac dissection. Simulators and videos were identified as feasible, economical, student-centered teaching methods for technical skills training in medical contexts, and a direct comparison was undertaken. A low-fidelity anatomically correct simulator approximately the size of a horse's heart with embedded dissection pathways was constructed and used with a series of laminated photographs of standardized cardiac dissection. A video of a standardized cardiac dissection of a normal horse's heart was recorded and presented with audio commentary. Students were allowed to nominate a preference for learning method, and students who indicated no preference were randomly allocated to keep group numbers even. Objective performance data from an objective structure assessment criterion and student perception data on confidence and competency from surveys showed both innovations were similarly effective. Evaluator reflections as well as usage logs to track patterns of student use were both recorded. A strong selection preference was identified for kinesthetic learners choosing the simulator and visual learners choosing the video. Students in the video cohort were better at articulating the reasons for dissection procedures and sequence due to the audio commentary, and student satisfaction was higher with the video. The major conclusion of this study was that both methods are effective tools for technical skills training, but consideration should be given to the preferred learning style of adult learners to maximize educational outcomes.

The Impact of Preservice Teachers' Experiences in a Video-Enhanced Training Program on Their Teaching: A Case Study in Physical Education

ERIC Educational Resources Information Center

Gaudin, Cyrille; Chaliès, Sébastien; Amathieu, Jérôme

2018-01-01

This case study documents the influence of preservice teachers' experiences in a Video-Enhanced Training Program (VETP) on their teaching. The conceptual framework of this VETP comes from a research program in cultural anthropology based on Wittgenstein's analytical philosophy. Influence was identified during self-confrontation interviews with…

Fulldome Video: An Emerging Technology for Education

ERIC Educational Resources Information Center

Law, Linda E.

2006-01-01

This article talks about fulldome video, a new technology which has been adopted fairly extensively by the larger, well-funded planetariums. Fulldome video, also called immersive projection, can help teach subjects ranging from geology to history to chemistry. The rapidly advancing progress of projection technology has provided high-resolution…

Integrating Digital Video Technology in the Classroom

ERIC Educational Resources Information Center

Lim, Jon; Pellett, Heidi Henschel; Pellett, Tracy

2009-01-01

Digital video technology can be a powerful tool for teaching and learning. It enables students to develop a variety of skills including research, communication, decision-making, problem-solving, and other higher-order critical-thinking skills. In addition, digital video technology has the potential to enrich university classroom curricula, enhance…

iDIY: Video-Based Instruction Using Ipads

ERIC Educational Resources Information Center

Weng, Pei-Lin; Savage, Melissa N.; Bouck, Emily C.

2014-01-01

Video-based instruction is technology-based instruction delivered through video clips in which a human model demonstrates target behaviors (Rayner, Denholm, & Sigafoos, 2009). It can be used to teach a variety of skills, including social communication and behavioral and functional skills (Cihak & Schrader, 2008). Despite the advantages,…

A supplemental video teaching tool enhances splinting skills.

PubMed

Mehrpour, Saeed Reza; Aghamirsalim, Mohamadreza; Motamedi, Seyed Mohammad Kalantar; Ardeshir Larijani, Fatemeh; Sorbi, Reza

2013-02-01

The ability to apply casts and splints is a technical skill that requires practice and understanding of basic principles of musculoskeletal medicine. A video in which a given procedure is simulated on a dummy can represent reality under controlled conditions. A decrease in physician competency in musculoskeletal medicine is the result of educational deficiencies at the medical school level. We asked whether (1) a supplemental video educational program enhances performance of medical students' musculoskeletal clinical skills and (2) factors such as the proportion of orthopaedic professors to students, sex, age, and previous scores of medical students affected the clinical skills of medical students. We allocated 474 medical students into one of two groups: all participants received 90 minutes of lecture instruction on how to splint and cast but one group viewed the supplemental instructional video and the other did not. There were no differences in terms of sex, age, basic science exam scores, or grade point average of the groups. Thirteen specific skills in splinting an injured limb were evaluated. We recorded grade point averages. We developed a 10-point scoring system and graded each student on their splinting skills 6 months after the lectures. The medical students who watched the video had an average score of 7.6, whereas the control group's average score was 2.0. We observed a positive association between watching the educational video and clinical exam score. A higher professor-to-student ratio was associated with lower student Objective Structured Clinical Examination score. Our observations suggest a supplemental video instructional program improved the performance of musculoskeletal clinical skills in comparison to only a traditional lecture series.

Neural Basis of Video Gaming: A Systematic Review

PubMed Central

Palaus, Marc; Marron, Elena M.; Viejo-Sobera, Raquel; Redolar-Ripoll, Diego

2017-01-01

Background: Video gaming is an increasingly popular activity in contemporary society, especially among young people, and video games are increasing in popularity not only as a research tool but also as a field of study. Many studies have focused on the neural and behavioral effects of video games, providing a great deal of video game derived brain correlates in recent decades. There is a great amount of information, obtained through a myriad of methods, providing neural correlates of video games. Objectives: We aim to understand the relationship between the use of video games and their neural correlates, taking into account the whole variety of cognitive factors that they encompass. Methods: A systematic review was conducted using standardized search operators that included the presence of video games and neuro-imaging techniques or references to structural or functional brain changes. Separate categories were made for studies featuring Internet Gaming Disorder and studies focused on the violent content of video games. Results: A total of 116 articles were considered for the final selection. One hundred provided functional data and 22 measured structural brain changes. One-third of the studies covered video game addiction, and 14% focused on video game related violence. Conclusions: Despite the innate heterogeneity of the field of study, it has been possible to establish a series of links between the neural and cognitive aspects, particularly regarding attention, cognitive control, visuospatial skills, cognitive workload, and reward processing. However, many aspects could be improved. The lack of standardization in the different aspects of video game related research, such as the participants' characteristics, the features of each video game genre and the diverse study goals could contribute to discrepancies in many related studies. PMID:28588464

Neural Basis of Video Gaming: A Systematic Review.

PubMed

Palaus, Marc; Marron, Elena M; Viejo-Sobera, Raquel; Redolar-Ripoll, Diego

2017-01-01

Background: Video gaming is an increasingly popular activity in contemporary society, especially among young people, and video games are increasing in popularity not only as a research tool but also as a field of study. Many studies have focused on the neural and behavioral effects of video games, providing a great deal of video game derived brain correlates in recent decades. There is a great amount of information, obtained through a myriad of methods, providing neural correlates of video games. Objectives: We aim to understand the relationship between the use of video games and their neural correlates, taking into account the whole variety of cognitive factors that they encompass. Methods: A systematic review was conducted using standardized search operators that included the presence of video games and neuro-imaging techniques or references to structural or functional brain changes. Separate categories were made for studies featuring Internet Gaming Disorder and studies focused on the violent content of video games. Results: A total of 116 articles were considered for the final selection. One hundred provided functional data and 22 measured structural brain changes. One-third of the studies covered video game addiction, and 14% focused on video game related violence. Conclusions: Despite the innate heterogeneity of the field of study, it has been possible to establish a series of links between the neural and cognitive aspects, particularly regarding attention, cognitive control, visuospatial skills, cognitive workload, and reward processing. However, many aspects could be improved. The lack of standardization in the different aspects of video game related research, such as the participants' characteristics, the features of each video game genre and the diverse study goals could contribute to discrepancies in many related studies.

Elements of Scenario-Based Learning on Suicidal Patient Care Using Real-Time Video.

PubMed

Lu, Chuehfen; Lee, Hueying; Hsu, Shuhui; Shu, Inmei

2016-01-01

This study aims understanding of students' learning experiences when receiving scenario-based learning combined with real-time video. Videos that recorded student nurses intervention with a suicidal standardized patient (SP) were replayed immediately as teaching materials. Videos clips and field notes from ten classes were analysed. Investigators and method triangulation were used to boost the robustness of the study. Three key elements, emotional involvement, concretizing of the teaching material and substitute learning were identified. Emotions were evoked among the SP, the student performer and the students who were observing, thus facilitating a learning effect. Concretizing of the teaching material refers to students were able to focus on the discussions using visual and verbal information. Substitute learning occurred when the students watching the videos, both the strengths and weaknesses represented were similar to those that would be likely to occur. These key elements explicate their learning experience and suggested a strategic teaching method.

Video-assisted feedback in general practice internships using German general practitioner's guidelines

PubMed Central

Bölter, Regine; Freund, Tobias; Ledig, Thomas; Boll, Bernhard; Szecsenyi, Joachim; Roos, Marco

2012-01-01

Introduction: The planned modification of the Medical Licenses Act in Germany will strengthen the specialty of general practice. Therefore, medical students should get to know the daily routine of general practitioners during their academic studies. At least 10% of students should get the possibility to spend one quarter of the internship, in the last year of their academic studies, in a practice of family medicine. The demonstrated teaching method aims at giving feedback to the student based on video recordings of patient consultations (student-patient) with the help of a checklist. Video-feedback is already successful used in medical teaching in Germany and abroad. This feasibility study aims at assessing the practicability of video-assisted feedback as a teaching method during internship in general practice. Teaching method: First of all, the general practice chooses a guideline as the learning objective. Secondly, a subsequent patient – student – consultation is recorded on video. Afterwards, a video-assisted formative feedback is given by the physician. A checklist with learning objectives (communication, medical examination, a structured case report according to the guideline) is used to structure the feedback content. Feasibility: The feasibility was assessed by a semi structured interview in order to gain insight into barriers and challenges for future implementation. The teaching method was performed in one general practice. Afterwards the teaching physician and the trainee intern were interviewed. The following four main categories were identified: feasibility, performance, implementation in daily routine, challenges of the teaching concept. The results of the feasibility study show general practicability of this approach. Installing a video camera in one examination room may solve technical problems. The trainee intern mentioned theoretical and practical benefits using the guideline. The teaching physician noted the challenge to reflect on his daily

Neuroimaging findings in pediatric sports-related concussion.

PubMed

Ellis, Michael J; Leiter, Jeff; Hall, Thomas; McDonald, Patrick J; Sawyer, Scott; Silver, Norm; Bunge, Martin; Essig, Marco

2015-09-01

The goal in this review was to summarize the results of clinical neuroimaging studies performed in patients with sports-related concussion (SRC) who were referred to a multidisciplinar ypediatric concussion program. The authors conducted a retrospective review of medical records and neuroimaging findings for all patients referred to a multidisciplinary pediatric concussion program between September 2013 and July 2014. Inclusion criteria were as follows: 1) age ≤ 19 years; and 2) physician-diagnosed SRC. All patients underwent evaluation and follow-up by the same neurosurgeon. The 2 outcomes examined in this review were the frequency of neuroimaging studies performed in this population (including CT and MRI) and the findings of those studies. Clinical indications for neuroimaging and the impact of neuroimaging findings on clinical decision making were summarized where available. This investigation was approved by the local institutional ethics review board. A total of 151 patients (mean age 14 years, 59% female) were included this study. Overall, 36 patients (24%) underwent neuroimaging studies, the results of which were normal in 78% of cases. Sixteen percent of patients underwent CT imaging; results were normal in 79% of cases. Abnormal CT findings included the following: arachnoid cyst (1 patient), skull fracture (2 patients), suspected intracranial hemorrhage (1 patient), and suspected hemorrhage into an arachnoid cyst (1 patient). Eleven percent of patients underwent MRI; results were normal in 75% of cases. Abnormal MRI findings included the following: intraparenchymal hemorrhage and sylvian fissure arachnoid cyst (1 patient); nonhemorrhagic contusion (1 patient); demyelinating disease (1 patient); and posterior fossa arachnoid cyst, cerebellar volume loss, and nonspecific white matter changes (1 patient). Results of clinical neuroimaging studies are normal in the majority of pediatric patients with SRC. However, in selected cases neuroimaging can provide

Computer-Based Video Instruction to Teach Students with Intellectual Disabilities to Verbally Respond to Questions and Make Purchases in Fast Food Restaurants

ERIC Educational Resources Information Center

Mechling, Linda C.; Pridgen, Leslie S.; Cronin, Beth A.

2005-01-01

Computer-based video instruction (CBVI) was used to teach verbal responses to questions presented by cashiers and purchasing skills in fast food restaurants. A multiple probe design across participants was used to evaluate the effectiveness of CBVI. Instruction occurred through simulations of three fast food restaurants on the computer using video…

Production and evaluation of stereoscopic video presentation in surgical training

NASA Astrophysics Data System (ADS)

Ilgner, Justus; Kawai, Takashi; Westhofen, Martin; Shibata, Takashi

2004-05-01

Stereoscopic video teaching can facilitate understanding for current minimally-invasive operative techniques. This project was created to set up a digital stereoscopic teaching environment for training of ENT residents and medical students. We recorded three ENT operative procedures (tympanoplasty, paranasal sinus operation and laser chordectomy) at the University Hospital Aachen. The material was edited stereoscopically at the Waseda University and converted into a streaming 3-D video format, which does not depend on PAL or NTSC signal standards. Video clips were evaluated by 5 ENT specialists and 11 residents in single sessions on an LCD monitor (8) and a CRT monitor (8). Emphasis was laid on depth perception, visual fatigue and time to achieve stereoscopic impression. Qualitative results were recorded on a visual analogue scale, ranging from 1 (excellent) to 5 (bad). The overall impression was rated 2,06 to 3,13 in the LCD group and 2,0 to 2,62 in the CRT group. The depth impression was rated 1,63 to 2,88 (LCD) and 1,63 to 2,25 (CRT). Stereoscopic video teaching was regarded as useful in ENT training by all participants. Further points for evaluation will be the quantification of depth information as well as the information gain in teaching junior colleagues.

A Comparison of Least-to-Most Prompting and Video Modeling for Teaching Pretend Play Skills to Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Ulke-Kurkcuoglu, Burcu

2015-01-01

The aim of this study is to compare effectiveness and efficiency of least-to-most prompting and video modeling for teaching pretend play skills to children with autism spectrum disorder. The adapted alternating treatment model, a single-subject design, was used in the study. Three students, one girl and two boys, between the ages of 5-6…

Interactive Video Courseware for Graphic Communications Teachers and Students.

ERIC Educational Resources Information Center

Sanders, Mark

1985-01-01

At Virginia Polytechnic Institute and State University, interactive video serves both as an instructional tool and a project for creative students in graphic communications. The package facilitates courseware development and teaches students simultaneously about microcomputer and video technology. (SK)

Positive Behavioral Interventions and Supports in Pictures: Using Videos to Support Schoolwide Implementation

ERIC Educational Resources Information Center

Ennis, Robin Parks; Hirsch, Shanna E.; MacSuga-Gage, Ashley S.; Kennedy, Michael J.

2018-01-01

Teaching expectations is an essential component of schoolwide positive behavioral interventions and supports (PBIS). Creating PBIS videos is a tool for teaching expectations and other targeted skills within a schoolwide PBIS framework. In this article, we offer the why, how, when, where, and what of producing/screening PBIS videos to effectively…

Video-assisted feedback in general practice internships using German general practitioner's guidelines.

PubMed

Bölter, Regine; Freund, Tobias; Ledig, Thomas; Boll, Bernhard; Szecsenyi, Joachim; Roos, Marco

2012-01-01

The planned modification of the Medical Licenses Act in Germany will strengthen the specialty of general practice. Therefore, medical students should get to know the daily routine of general practitioners during their academic studies. At least 10% of students should get the possibility to spend one quarter of the internship, in the last year of their academic studies, in a practice of family medicine. The demonstrated teaching method aims at giving feedback to the student based on video recordings of patient consultations (student-patient) with the help of a checklist. Video-feedback is already successful used in medical teaching in Germany and abroad. This feasibility study aims at assessing the practicability of video-assisted feedback as a teaching method during internship in general practice. First of all, the general practice chooses a guideline as the learning objective. Secondly, a subsequent patient - student - consultation is recorded on video. Afterwards, a video-assisted formative feedback is given by the physician. A checklist with learning objectives (communication, medical examination, a structured case report according to the guideline) is used to structure the feedback content. The feasibility was assessed by a semi structured interview in order to gain insight into barriers and challenges for future implementation. The teaching method was performed in one general practice. Afterwards the teaching physician and the trainee intern were interviewed. The Following four main categories were identified: feasibility, performance, implementation in daily routine, challenges of the teaching concept.The results of the feasibility study show general practicability of this approach. Installing a video camera in one examination room may solve technical problems. The trainee intern mentioned theoretical and practical benefits using the guideline. The teaching physician noted the challenge to reflect on his daily routines in the light of evidence

Video feedforward for rapid learning of a picture-based communication system.

PubMed

Smith, Jemma; Hand, Linda; Dowrick, Peter W

2014-04-01

This study examined the efficacy of video self modeling (VSM) using feedforward, to teach various goals of a picture exchange communication system (PECS). The participants were two boys with autism and one man with Down syndrome. All three participants were non-verbal with no current functional system of communication; the two children had long histories of PECS failure. A series of replications, with different length baselines, was used to examine whether video self modeling could replace the PECS method of teaching to achieve the same goals. All three participants showed rapid learning of their target behavior when introduced to their self modeling videos, and effects generalized without the need for further intervention. We conclude that VSM, using feedforward, can provide a fast, simple way of teaching the use of a picture-based communication system without the need for prompts or intensive operant conditioning. VSM may provide an accessible, easy-to-use alternative to common methods of teaching augmentative and alternative communication systems.

Neuroimaging of neurocutaneous diseases.

PubMed

Nandigam, Kaveer; Mechtler, Laszlo L; Smirniotopoulos, James G

2014-02-01

An in-depth knowledge of the imaging characteristics of the common neurocutaneous diseases (NCD) described in this article will help neurologists understand the screening imaging modalities in these patients. The future of neuroimaging is geared towards developing and refining magnetic resonance imaging (MRI) sequences. The detection of tumors in NCD has greatly improved with availability of high-field strength 3T MRI machines. Neuroimaging will remain at the heart and soul of the multidisciplinary care of such complex diagnoses to guide early detection and monitor treatment. Published by Elsevier Inc.

Examining the Quality of Preservice Science Teachers' Written Reflections When Using Video Recordings, Audio Recordings, and Memories of a Teaching Event

ERIC Educational Resources Information Center

Calandra, Brendan; Brantley-Dias, Laurie; Yerby, Johnathan; Demir, Kadir

2018-01-01

A group of preservice science teachers edited video footage of their practice teaching to identify and isolate critical incidents. They then wrote guided reflection papers on those critical incidents using different forms of media prompts while they wrote. The authors used a counterbalanced research design to compare the quality of writing that…

Multimodal neuroimaging in presurgical evaluation of drug-resistant epilepsy☆

PubMed Central

Zhang, Jing; Liu, Weifang; Chen, Hui; Xia, Hong; Zhou, Zhen; Mei, Shanshan; Liu, Qingzhu; Li, Yunlin

2013-01-01

Intracranial EEG (icEEG) monitoring is critical in epilepsy surgical planning, but it has limitations. The advances of neuroimaging have made it possible to reveal epileptic abnormalities that could not be identified previously and improve the localization of the seizure focus and the vital cortex. A frequently asked question in the field is whether non-invasive neuroimaging could replace invasive icEEG or reduce the need for icEEG in presurgical evaluation. This review considers promising neuroimaging techniques in epilepsy presurgical assessment in order to address this question. In addition, due to large variations in the accuracies of neuroimaging across epilepsy centers, multicenter neuroimaging studies are reviewed, and there is much need for randomized controlled trials (RCTs) to better reveal the utility of presurgical neuroimaging. The results of multiple studies indicate that non-invasive neuroimaging could not replace invasive icEEG in surgical planning especially in non-lesional or extratemporal lobe epilepsies, but it could reduce the need for icEEG in certain cases. With technical advances, multimodal neuroimaging may play a greater role in presurgical evaluation to reduce the costs and risks of epilepsy surgery, and provide surgical options for more patients with drug-resistant epilepsy. PMID:24282678

Neuroimaging Field Methods Using Functional Near Infrared Spectroscopy (NIRS) Neuroimaging to Study Global Child Development: Rural Sub-Saharan Africa.

PubMed

Jasińska, Kaja K; Guei, Sosthène

2018-02-02

Portable neuroimaging approaches provide new advances to the study of brain function and brain development with previously inaccessible populations and in remote locations. This paper shows the development of field functional Near Infrared Spectroscopy (fNIRS) imaging to the study of child language, reading, and cognitive development in a rural village setting of Côte d'Ivoire. Innovation in methods and the development of culturally appropriate neuroimaging protocols allow a first-time look into the brain's development and children's learning outcomes in understudied environments. This paper demonstrates protocols for transporting and setting up a mobile laboratory, discusses considerations for field versus laboratory neuroimaging, and presents a guide for developing neuroimaging consent procedures and building meaningful long-term collaborations with local government and science partners. Portable neuroimaging methods can be used to study complex child development contexts, including the impact of significant poverty and adversity on brain development. The protocol presented here has been developed for use in Côte d'Ivoire, the world's primary source of cocoa, and where reports of child labor in the cocoa sector are common. Yet, little is known about the impact of child labor on brain development and learning. Field neuroimaging methods have the potential to yield new insights into such urgent issues, and the development of children globally.

VideoScheme: A Research, Authoring, and Teaching Tool for Multimedia.

ERIC Educational Resources Information Center

Matthews, James W.; And Others

The availability of digital multimedia technology poses new challenges to researchers, authors, and educators, even as it creates new opportunities for communication. VideoScheme, a prototype video programming environment is described, along with its applications in research, authoring and education. In terms of research, VideoScheme can help…

360 Degree Videos within a Climbing MOOC

ERIC Educational Resources Information Center

Gänsluckner, Michael; Ebner, Martin; Kamrat, Isidor

2017-01-01

In this research study a course, combining both computer-supported and face-to-face teaching using the concept of blended learning, has been designed. It is a beginners climbing course called "Klettern mit 360° Videos" (climbing with 360° videos) and the online part has been implemented as a Massive Open Online Course (MOOC). This…

Exploring the Relationship between Video Lecture Usage Patterns and Students' Attitudes

ERIC Educational Resources Information Center

Giannakos, Michail N.; Jaccheri, Letizia; Krogstie, John

2016-01-01

Videos have enhanced the value of teaching and learning, particularly in tertiary education. Recent studies have investigated students' attitudes toward video lectures for educational purposes; however, the relationship between students' attitudes and different usage patterns such as platforms used, video duration, watching period and students'…

Teaching social perception skills to adolescents with autism and intellectual disabilities using video-based group instruction.

PubMed

Stauch, Tiffany A; Plavnick, Joshua B; Sankar, Sudha; Gallagher, Annie C

2018-05-17

Few interventions focus on teaching social skills to adolescents with autism spectrum disorder (ASD) and intellectual disabilities (ID) that are consistently used during interactions with peers ( Carter et al., 2014). The present study evaluated the effects of video-based group instruction (VGI) on the acquisition of social perception skills of five adolescents with ASD or ID in a public school setting. Social perception involves observing affective behaviors of others, discriminating relevant environmental stimuli, and differentially reinforcing the affective behavior of another person. Typically developing peers supported VGI implementation as social partners for participants. A multiple probe design across behaviors demonstrated the effectiveness of VGI for teaching social perception skills. Four of five participants acquired and maintained the targeted social perception skills, and we observed some transfer to a nontreatment setting. Results of this study suggest VGI may support the acquisition of social perception among adolescents with ASD or ID. © 2018 Society for the Experimental Analysis of Behavior.

Auditory neuroimaging with fMRI and PET.

PubMed

Talavage, Thomas M; Gonzalez-Castillo, Javier; Scott, Sophie K

2014-01-01

For much of the past 30 years, investigations of auditory perception and language have been enhanced or even driven by the use of functional neuroimaging techniques that specialize in localization of central responses. Beginning with investigations using positron emission tomography (PET) and gradually shifting primarily to usage of functional magnetic resonance imaging (fMRI), auditory neuroimaging has greatly advanced our understanding of the organization and response properties of brain regions critical to the perception of and communication with the acoustic world in which we live. As the complexity of the questions being addressed has increased, the techniques, experiments and analyses applied have also become more nuanced and specialized. A brief review of the history of these investigations sets the stage for an overview and analysis of how these neuroimaging modalities are becoming ever more effective tools for understanding the auditory brain. We conclude with a brief discussion of open methodological issues as well as potential clinical applications for auditory neuroimaging. This article is part of a Special Issue entitled Human Auditory Neuroimaging. Copyright © 2013 Elsevier B.V. All rights reserved.

Impact of Interactive Video Communication Versus Text-Based Feedback on Teaching, Social, and Cognitive Presence in Online Learning Communities.

PubMed

Seckman, Charlotte

A key element to online learning is the ability to create a sense of presence to improve learning outcomes. This quasi-experimental study evaluated the impact of interactive video communication versus text-based feedback and found a significant difference between the 2 groups related to teaching, social, and cognitive presence. Recommendations to enhance presence should focus on providing timely feedback, interactive learning experiences, and opportunities for students to establish relationships with peers and faculty.

Enhancing Students' Speaking Skills through "Kunci Inggris" Videos in Islamic Junior High School

ERIC Educational Resources Information Center

Erlangga, Rifqi Aulia

2016-01-01

Personal ability of a teacher when integrated with good learning material will make his students get more involved and absorb teaching material better hence improving their foreign language. There are many materials may be used to teach, one of them is videos. The video is expected to trigger students' enthusiasm and improve their motivation. Even…

Systems Biology, Neuroimaging, Neuropsychology, Neuroconnectivity and Traumatic Brain Injury

PubMed Central

Bigler, Erin D.

2016-01-01

The patient who sustains a traumatic brain injury (TBI) typically undergoes neuroimaging studies, usually in the form of computed tomography (CT) and magnetic resonance imaging (MRI). In most cases the neuroimaging findings are clinically assessed with descriptive statements that provide qualitative information about the presence/absence of visually identifiable abnormalities; though little if any of the potential information in a scan is analyzed in any quantitative manner, except in research settings. Fortunately, major advances have been made, especially during the last decade, in regards to image quantification techniques, especially those that involve automated image analysis methods. This review argues that a systems biology approach to understanding quantitative neuroimaging findings in TBI provides an appropriate framework for better utilizing the information derived from quantitative neuroimaging and its relation with neuropsychological outcome. Different image analysis methods are reviewed in an attempt to integrate quantitative neuroimaging methods with neuropsychological outcome measures and to illustrate how different neuroimaging techniques tap different aspects of TBI-related neuropathology. Likewise, how different neuropathologies may relate to neuropsychological outcome is explored by examining how damage influences brain connectivity and neural networks. Emphasis is placed on the dynamic changes that occur following TBI and how best to capture those pathologies via different neuroimaging methods. However, traditional clinical neuropsychological techniques are not well suited for interpretation based on contemporary and advanced neuroimaging methods and network analyses. Significant improvements need to be made in the cognitive and behavioral assessment of the brain injured individual to better interface with advances in neuroimaging-based network analyses. By viewing both neuroimaging and neuropsychological processes within a systems biology

Neuromarketing: the hope and hype of neuroimaging in business.

PubMed

Ariely, Dan; Berns, Gregory S

2010-04-01

The application of neuroimaging methods to product marketing - neuromarketing - has recently gained considerable popularity. We propose that there are two main reasons for this trend. First, the possibility that neuroimaging will become cheaper and faster than other marketing methods; and second, the hope that neuroimaging will provide marketers with information that is not obtainable through conventional marketing methods. Although neuroimaging is unlikely to be cheaper than other tools in the near future, there is growing evidence that it may provide hidden information about the consumer experience. The most promising application of neuroimaging methods to marketing may come before a product is even released - when it is just an idea being developed.

Teaching Reading: 3-5 Workshop

ERIC Educational Resources Information Center

Annenberg Media, 2005

2005-01-01

This video workshop with auxiliary classroom videos will show intermediate elementary teachers how to help their students transition from "learning to read" to "reading to learn." Eight half-hour workshop video programs feature leading experts who discuss current research on learning to read and teaching a diverse range of students. The research…

Sexuality Education in Video Games: Recommendations for the Use of Video Games to Teach Human Sexuality Issues

ERIC Educational Resources Information Center

Gross, M. Scott

2005-01-01

This article provides a review of some of the currently available literature surrounding the academic study of video games. Many of these theoretical methods have been used to study film and television and are discussed here in order to frame the need for further examination of video games. Suggestions for the use of video games in the classroom…

Online Video Modules for Improvement in Student Learning

ERIC Educational Resources Information Center

Lancellotti, Matthew; Thomas, Sunil; Kohli, Chiranjeev

2016-01-01

The objective of this teaching innovation was to incorporate a comprehensive set of short online video modules covering key topics from the undergraduate principles of marketing class, and to evaluate its effectiveness in improving student learning. A quasiexperimental design was used to compare students who had access to video modules with a…

Intergenerational Neuroimaging of Human Brain Circuitry

PubMed Central

Ho, Tiffany C.; Sanders, Stephan J.; Gotlib, Ian H.; Hoeft, Fumiko

2016-01-01

Neuroscientists are increasingly using advanced neuroimaging methods to elucidate the intergenerational transmission of human brain circuitry. This new line of work promises to shed insight into the ontogeny of complex behavioral traits, including psychiatric disorders, and possible mechanisms of transmission. Here, we highlight recent intergenerational neuroimaging studies and provide recommendations for future work. PMID:27623194

African RH needs addressed in new video production.

PubMed

1999-09-01

The problems encountered in reproductive health (RH) and family planning in sub-Saharan Africa are met through a video production. A video film has been produced to create awareness of the issues among donor agencies, policy-makers and program managers/implementers. The video is also produced to promote partnership and collaboration between governmental and nongovernmental organizations to teach community-based RH approaches. A five-member video production team led by JOICFP senior program officer Atsuhi Yoshino, visited Tanzania, Zambia and Ghana to take pictures for the videos from June 10, 1999 through July 22, 1999. Specific activities from each country are cited to illustrate problems and solutions.

Neuromarketing: the hope and hype of neuroimaging in business

PubMed Central

Ariely, Dan; Berns, Gregory S.

2010-01-01

The application of neuroimaging methods to product marketing — neuromarketing — has recently gained considerable popularity. We propose that there are two main reasons for this trend. First, the possibility that neuroimaging will become cheaper and faster than other marketing methods; and second, the hope that neuroimaging will provide marketers with information that is not obtainable through conventional marketing methods. Although neuroimaging is unlikely to be cheaper than other tools in the near future, there is growing evidence that it may provide hidden information about the consumer experience. The most promising application of neuroimaging methods to marketing may come before a product is even released — when it is just an idea being developed. PMID:20197790

Using video-taped examples of standardized patient to teach medical students taking informed consent.

PubMed

Habibi Khorasani, Shirin; Ebrahimi, Sedigheh

2015-04-01

Medical student should be trained in medical ethics and one of the most essential issues in this field is taking informed consents. In this research, we compared the effect of effectiveness of teaching methods on students' ability intaking informed consent from patients. This semi-experimental study was carried out on fifty eight subjects from the 4th-year students  of Shiraz University of Medical Sciences who attended in medical ethics coursebefore their 'clinical clerkship'training.Method of sampling was census and students were randomly allocated into two groups of control group(n=28) was trained in traditional lecture-based class and the case groupnamed as A1(n=22) were taught by video-taped examples of standardized patient.Then A1 group attended in traditional lecture-based classes named as A2. The groups were evaluated in terms the ability of recognition of ethical issuesthrough the scenario based ethical examination before and after each training. Scenarios were related to the topics ofinformed consent. Data were analyzed by SPSS 14 software using descriptive statistics and anovatest.P-Value less than 0.05 was considered as significant. The mean scores results of A2, A1and B groupwere found to be7.21 , 5.91 and 5.73 out of 8,respectively. Comparison between the groups demonstrated that the ability of taking informed consent was significantly higher in A2 group (p<0.001), followed by A1group (p<0.05),while was the leastin the B group (p=0.875). According to this research, lecture-based teaching is still of great value in teaching medical ethics, but when combined with standardized patient, the outcome will be much better.it should be considered that mixed methodsof teaching should be used together for better result.

A very simple, re-executable neuroimaging publication

PubMed Central

Ghosh, Satrajit S.; Poline, Jean-Baptiste; Keator, David B.; Halchenko, Yaroslav O.; Thomas, Adam G.; Kessler, Daniel A.; Kennedy, David N.

2017-01-01

Reproducible research is a key element of the scientific process. Re-executability of neuroimaging workflows that lead to the conclusions arrived at in the literature has not yet been sufficiently addressed and adopted by the neuroimaging community. In this paper, we document a set of procedures, which include supplemental additions to a manuscript, that unambiguously define the data, workflow, execution environment and results of a neuroimaging analysis, in order to generate a verifiable re-executable publication. Re-executability provides a starting point for examination of the generalizability and reproducibility of a given finding. PMID:28781753

The Use of Digital Video in Physical Education

ERIC Educational Resources Information Center

Weir, Tony; Connor, Sean

2009-01-01

This paper details the technical and operational aspects of a project investigating the role of digital video in physical education in 12 Irish schools over a period of two academic years. The project design involved a qualitative investigation into the use of digital video in three areas of physical education, namely teaching, learning and…

"Espanol para ti": A Video Program That Works.

ERIC Educational Resources Information Center

Steele, Elena; Johnson, Holly

2000-01-01

Describes the development of "Espanol para ti," a video program for teaching Spanish at the elementary school level. The program was designed for use in Clark County, Nevada elementary schools and is taught by a certified Spanish teacher via video twice a week, utilizing comprehensible input through visuals, games, and songs that are conducive to…

Case Study: Student-Produced Videos for the Flipped Classroom

ERIC Educational Resources Information Center

Prud'homme-Genereux, Annie

2016-01-01

This column provides original articles on innovations in case study teaching, assessment of the method, as well as case studies with teaching notes. This month's issue describes a way of building a library of student-produced videos to use in the flipped classroom.

A Review on the Bioinformatics Tools for Neuroimaging

PubMed Central

MAN, Mei Yen; ONG, Mei Sin; Mohamad, Mohd Saberi; DERIS, Safaai; SULONG, Ghazali; YUNUS, Jasmy; CHE HARUN, Fauzan Khairi

2015-01-01

Neuroimaging is a new technique used to create images of the structure and function of the nervous system in the human brain. Currently, it is crucial in scientific fields. Neuroimaging data are becoming of more interest among the circle of neuroimaging experts. Therefore, it is necessary to develop a large amount of neuroimaging tools. This paper gives an overview of the tools that have been used to image the structure and function of the nervous system. This information can help developers, experts, and users gain insight and a better understanding of the neuroimaging tools available, enabling better decision making in choosing tools of particular research interest. Sources, links, and descriptions of the application of each tool are provided in this paper as well. Lastly, this paper presents the language implemented, system requirements, strengths, and weaknesses of the tools that have been widely used to image the structure and function of the nervous system. PMID:27006633

Occupational Therapy and Video Modeling for Children with Autism

ERIC Educational Resources Information Center

Becker, Emily Ann; Watry-Christian, Meghan; Simmons, Amanda; Van Eperen, Ashleigh

2016-01-01

This review explores the evidence in support of using video modeling for teaching children with autism. The process of implementing video modeling, the use of various perspectives, and a wide range of target skills are addressed. Additionally, several helpful clinician resources including handheld device applications, books, and websites are…

Counter striking psychosis: Commercial video games as potential treatment in schizophrenia? A systematic review of neuroimaging studies.

PubMed

Suenderhauf, Claudia; Walter, Anna; Lenz, Claudia; Lang, Undine E; Borgwardt, Stefan

2016-09-01

Schizophrenia is a severe, chronic, and strongly disabling neuropsychiatric disorder, characterized by cognitive decline, positive and negative symptoms. Positive symptoms respond well to antipsychotic medication and psycho-social interventions, in contrast to negative symptoms and neurocognitive impairments. Cognitive deficits have been linked to a poorer outcome and hence specific cognitive remediation therapies have been proposed. Their effectiveness is nowadays approved and neurobiological correlates have been reconfirmed by brain imaging studies. Interestingly, recent MRI work showed that commercial video games modified similar brain areas as these specialized training programs. If gray matter increases and functional brain modulations would translate in better cognitive and every day functioning, commercial video game training could be an enjoyable and economically interesting treatment option for patients with neuropsychiatric disorders. This systematic review summarizes advances in the area with emphasis on imaging studies dealing with brain changes upon video game training and contrasts them to conventional cognitive remediation. Moreover, we discuss potential challenges therapeutic video game development and research would have to face in future treatment of schizophrenia. Copyright © 2016. Published by Elsevier Ltd.

Cognitive neuroimaging: cognitive science out of the armchair.

PubMed

de Zubicaray, Greig I

2006-04-01

Cognitive scientists were not quick to embrace the functional neuroimaging technologies that emerged during the late 20th century. In this new century, cognitive scientists continue to question, not unreasonably, the relevance of functional neuroimaging investigations that fail to address questions of interest to cognitive science. However, some ultra-cognitive scientists assert that these experiments can never be of relevance to the study of cognition. Their reasoning reflects an adherence to a functionalist philosophy that arbitrarily and purposefully distinguishes mental information-processing systems from brain or brain-like operations. This article addresses whether data from properly conducted functional neuroimaging studies can inform and subsequently constrain the assumptions of theoretical cognitive models. The article commences with a focus upon the functionalist philosophy espoused by the ultra-cognitive scientists, contrasting it with the materialist philosophy that motivates both cognitive neuroimaging investigations and connectionist modelling of cognitive systems. Connectionism and cognitive neuroimaging share many features, including an emphasis on unified cognitive and neural models of systems that combine localist and distributed representations. The utility of designing cognitive neuroimaging studies to test (primarily) connectionist models of cognitive phenomena is illustrated using data from functional magnetic resonance imaging (fMRI) investigations of language production and episodic memory.

Functional neuroimaging of extraversion-introversion.

PubMed

Lei, Xu; Yang, Tianliang; Wu, Taoyu

2015-12-01

Neuroimaging techniques such as functional magnetic resonance imaging and positron emission tomography have provided an unprecedented neurobiological perspective for research on personality traits. Evidence from task-related neuroimaging has shown that extraversion is associated with activations in regions of the anterior cingulate cortex, dorsolateral prefrontal cortex, middle temporal gyrus and the amygdala. Currently, resting-state neuroimaging is being widely used in cognitive neuroscience. Initial exploration of extraversion has revealed correlations with the medial prefrontal cortex, anterior cingulate cortex, insular cortex, and the precuneus. Recent research work has indicated that the long-range temporal dependence of the resting-state spontaneous oscillation has high test-retest reliability. Moreover, the long-range temporal dependence of the resting-state networks is highly correlated with personality traits, and this can be used for the prediction of extraversion. As the long-range temporal dependence reflects real-time information updating in individuals, this method may provide a new approach to research on personality traits.

Effects of teaching communication skills using a video clip on a smart phone on communication competence and emotional intelligence in nursing students.

PubMed

Choi, Yeonja; Song, Eunju; Oh, Eunjung

2015-04-01

This study aims to verify the communication skills training for nursing students by using a video clip on a smart phone. The study settings were the nursing departments of two universities in South Korea. This study was a quasi-experimental one using a nonequivalent control group pre-posttest design. The experimental and control groups consisted of second-year nursing students who had taken a communication course. The experimental group included 45 students, and the control group included 42 students. The experimental group improved more significantly than the control group in communication competence and emotional intelligence. Using a video clip on a smart phone is helpful for communication teaching method. Copyright © 2014 Elsevier Inc. All rights reserved.

Facilitating Digital Video Production in the Language Arts Curriculum

ERIC Educational Resources Information Center

McKenney, Susan; Voogt, Joke

2011-01-01

Two studies were conducted to facilitate the development of feasible support for the process of integrating digital video making activities in the primary school language arts curriculum. The first study explored which teaching supports would be necessary to enable primary school children to create digital video as a means of fostering…

Our experiences with development of digitised video streams and their use in animal-free medical education.

PubMed

Cervinka, Miroslav; Cervinková, Zuzana; Novák, Jan; Spicák, Jan; Rudolf, Emil; Peychl, Jan

2004-06-01

Alternatives and their teaching are an essential part of the curricula at the Faculty of Medicine. Dynamic screen-based video recordings are the most important type of alternative models employed for teaching purposes. Currently, the majority of teaching materials for this purpose are based on PowerPoint presentations, which are very popular because of their high versatility and visual impact. Furthermore, current developments in the field of image capturing devices and software enable the use of digitised video streams, tailored precisely to the specific situation. Here, we demonstrate that with reasonable financial resources, it is possible to prepare video sequences and to introduce them into the PowerPoint presentation, thereby shaping the teaching process according to individual students' needs and specificities.

Students Perceptions about the Use of Video Games in the Classroom

ERIC Educational Resources Information Center

Bourgonjon, Jeroen; Valcke, Martin; Soetaert, Ronald; Schellens, Tammy

2010-01-01

Video games are often regarded as promising teaching and learning tools for the 21st century. One of the main arguments is that video games are appealing to contemporary students. However, there are indications that video game acceptance cannot be taken for granted. In this study, a path model to examine and predict student acceptance of video…

Video diaries on social media: Creating online communities for geoscience research and education

NASA Astrophysics Data System (ADS)

Tong, V.

2013-12-01

Making video clips is an engaging way to learn and teach geoscience. As smartphones become increasingly common, it is relatively straightforward for students to produce ';video diaries' by recording their research and learning experience over the course of a science module. Instead of keeping the video diaries for themselves, students may use the social media such as Facebook for sharing their experience and thoughts. There are some potential benefits to link video diaries and social media in pedagogical contexts. For example, online comments on video clips offer useful feedback and learning materials to the students. Students also have the opportunity to engage in geoscience outreach by producing authentic scientific contents at the same time. A video diary project was conducted to test the pedagogical potential of using video diaries on social media in the context of geoscience outreach, undergraduate research and teaching. This project formed part of a problem-based learning module in field geophysics at an archaeological site in the UK. The project involved i) the students posting video clips about their research and problem-based learning in the field on a daily basis; and ii) the lecturer building an online outreach community with partner institutions. In this contribution, I will discuss the implementation of the project and critically evaluate the pedagogical potential of video diaries on social media. My discussion will focus on the following: 1) Effectiveness of video diaries on social media; 2) Student-centered approach of producing geoscience video diaries as part of their research and problem-based learning; 3) Learning, teaching and assessment based on video clips and related commentaries posted on Facebook; and 4) Challenges in creating and promoting online communities for geoscience outreach through the use of video diaries. I will compare the outcomes from this study with those from other pedagogical projects with video clips on geoscience, and

Effectiveness and Efficiency of Peer and Adult Models Used in Video Modeling in Teaching Pretend Play Skills to Children with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Sani-Bozkurt, Sunagul; Ozen, Arzu

2015-01-01

This study aimed to examine whether or not there was any difference in the effectiveness and efficiency of the presentation of video modeling interventions using peer and adult models in teaching pretend play skills to children with ASD and to examine the views of parents about the study. Participants were two boys and one girl, aged 5-6 years…

Childhood-Onset Schizophrenia: Insights from Neuroimaging Studies

ERIC Educational Resources Information Center

Gogtay, Nitin; Rapoport, Judith L.

2008-01-01

The use of longitudinal neuroimaging to study the developmental perspectives of brain pathology in children with childhood-onset schizophrenia (COS) is described. Structural neuroimaging is capable of providing evidence of neurobiological specificity of COS to distinguish it from other brain abnormalities seen in neuropsychiatric illnesses like…

Auditory Neuroimaging with fMRI and PET

PubMed Central

Talavage, Thomas M.; Gonzalez-Castillo, Javier; Scott, Sophie K.

2013-01-01

For much of the past 30 years, investigations of auditory perception and language have been enhanced or even driven by the use of functional neuroimaging techniques that specialize in localization of central responses. Beginning with investigations using positron emission tomography (PET) and gradually shifting primarily to usage of functional magnetic resonance imaging (fMRI), auditory neuroimaging has greatly advanced our understanding of the organization and response properties of brain regions critical to the perception of and communication with the acoustic world in which we live. As the complexity of the questions being addressed has increased, the techniques, experiments and analyses applied have also become more nuanced and specialized. A brief review of the history of these investigations sets the stage for an overview and analysis of how these neuroimaging modalities are becoming ever more effective tools for understanding the auditory brain. We conclude with a brief discussion of open methodological issues as well as potential clinical applications for auditory neuroimaging. PMID:24076424

Designing and Using Videos in Undergraduate Geoscience Education - a workshop and resource website review

NASA Astrophysics Data System (ADS)

Wiese, K.; Mcconnell, D. A.

2014-12-01

Do you use video in your teaching? Do you make your own video? Interested in joining our growing community of geoscience educators designing and using video inside and outside the classroom? Over four months in Spring 2014, 22 educators of varying video design and development expertise participated in an NSF-funded On the Cutting Edge virtual workshop to review the best educational research on video design and use; to share video-development/use strategies and experiences; and to develop a website of resources for a growing community of geoscience educators who use video: http://serc.carleton.edu/NAGTWorkshops/video/workshop2014/index.html. The site includes links to workshop presentations, teaching activity collections, and a growing collection of online video resources, including "How-To" videos for various video editing or video-making software and hardware options. Additional web resources support several topical themes including: using videos to flip classes, handling ADA access and copyright issues, assessing the effectiveness of videos inside and outside the classroom, best design principles for video learning, and lists and links of the best videos publicly available for use. The workshop represents an initial step in the creation of an informal team of collaborators devoted to the development and support of an ongoing network of geoscience educators designing and using video. Instructors who are interested in joining this effort are encouraged to contact the lead author.

Neuroimaging findings in treatment-resistant schizophrenia: a systematic review

PubMed Central

Nakajima, Shinichiro; Takeuchi, Hiroyoshi; Plitman, Eric; Fervaha, Gagan; Gerretsen, Philip; Caravaggio, Fernando; Chung, Jun Ku; Iwata, Yusuke; Remington, Gary; Graff-Guerrero, Ariel

2015-01-01

Background Recent developments in neuroimaging have advanced understanding biological mechanisms underlying schizophrenia. However, neuroimaging correlates of treatment-resistant schizophrenia (TRS) and superior effects of clozapine on TRS remain unclear. Methods Systematic search was performed to identify neuroimaging characteristics unique to TRS and ultra-resistant schizophrenia (i.e. clozapine-resistant [URS]), and clozapine's efficacy in TRS using Embase, Medline, and PsychInfo. Search terms included (schizophreni*) and (resistan* OR refractory OR clozapine) and (ASL OR CT OR DTI OR FMRI OR MRI OR MRS OR NIRS OR PET OR SPECT). Results 25 neuroimaging studies have investigated TRS and effects of clozapine. Only 5 studies have compared TRS and non-TRS, collectively providing no replicated neuroimaging finding specific to TRS. Studies comparing TRS and healthy controls suggest hypometabolism in the prefrontal cortex, hypermetabolism in the basal ganglia, and structural anomalies in the corpus callosum contribute to TRS. Clozapine may increase prefrontal hypoactivation in TRS although this was not related to clinical improvement; in contrast, evidence has suggested a link between clozapine efficacy and decreased metabolism in the basal ganglia and thalamus. Conclusion Existing literature does not elucidate neuroimaging correlates specific to TRS or URS, which, if present, might also shed light on clozapine's efficacy in TRS. This said, leads from other lines of investigation, including the glutamatergic system can prove useful in guiding future neuroimaging studies focused on, in particular, the frontocortical-basal ganglia-thalamic circuits. Critical to the success of this work will be precise subtyping of study subjects based on treatment response/nonresponse and the use of multimodal neuroimaging. PMID:25684554

Neuroimaging in mental health care: voices in translation

PubMed Central

Borgelt, Emily L.; Buchman, Daniel Z.; Illes, Judy

2012-01-01

Images of brain function, popularly called “neuroimages,” have become a mainstay of contemporary communication about neuroscience and mental health. Paralleling media coverage of neuroimaging research and the high visibility of clinics selling scans is pressure from sponsors to move basic research about brain function along the translational pathway. Indeed, neuroimaging may offer benefits to mental health care: early or tailored intervention, opportunities for education and planning, and access to resources afforded by objectification of disorder. However, risks of premature technology transfer, such as misinterpretation, misrepresentation, and increased stigmatization, could compromise patient care. The insights of stakeholder groups about neuroimaging for mental health care are a largely untapped resource of information and guidance for translational efforts. We argue that the insights of key stakeholders—including researchers, healthcare providers, patients, and families—have an essential role to play upstream in professional, critical, and ethical discourse surrounding neuroimaging in mental health. Here we integrate previously orthogonal lines of inquiry involving stakeholder research to describe the translational landscape as well as challenges on its horizon. PMID:23097640

[How to start a neuroimaging study].

PubMed

Narumoto, Jin

2012-06-01

In order to help researchers understand how to start a neuroimaging study, several tips are described in this paper. These include 1) Choice of an imaging modality, 2) Statistical method, and 3) Interpretation of the results. 1) There are several imaging modalities available in clinical research. Advantages and disadvantages of each modality are described. 2) Statistical Parametric Mapping, which is the most common statistical software for neuroimaging analysis, is described in terms of parameter setting in normalization and level of significance. 3) In the discussion section, the region which shows a significant difference between patients and normal controls should be discussed in relation to the neurophysiology of the disease, making reference to previous reports from neuroimaging studies in normal controls, lesion studies and animal studies. A typical pattern of discussion is described.

Turner Syndrome: Neuroimaging Findings--Structural and Functional

ERIC Educational Resources Information Center

Mullaney, Ronan; Murphy, Declan

2009-01-01

Neuroimaging studies of Turner syndrome can advance our understanding of the X chromosome in brain development, and the modulatory influence of endocrine factors. There is increasing evidence from neuroimaging studies that TX individuals have significant differences in the anatomy, function, and metabolism of a number of brain regions; including…

YouTube Professors: Scholars as Online Video Stars

ERIC Educational Resources Information Center

Young, Jeffrey R.

2008-01-01

This article takes a look at the rising popularity of professors as the latest YouTube stars. The popularity of their appearances on YouTube and other video-sharing sites is making it possible for classrooms to be opened up and making teaching--which once took place behind closed doors--a more public art. Web video has generated a new form of…

YouTube Professors Scholars as Online Video Stars

ERIC Educational Resources Information Center

Young, Jeffrey R.

2008-01-01

This article takes a look at how professors are becoming the latest YouTube stars. The popularity of their appearances on YouTube and other video-sharing sites end up opening the classroom and making teaching--which once took place behind closed doors--a more public art. Web videos open a new form of public intellectualism to scholars looking to…

Neuroimaging of Cognitive Load in Instructional Multimedia

ERIC Educational Resources Information Center

Whelan, Robert R.

2007-01-01

This paper reviews research literature on cognitive load measurement in learning and neuroimaging, and describes a mapping between the main elements of cognitive load theory and findings in functional neuroanatomy. It is argued that these findings may lead to the improved measurement of cognitive load using neuroimaging. The paper describes how…

Near-Infrared Neuroimaging with NinPy

PubMed Central

Strangman, Gary E.; Zhang, Quan; Zeffiro, Thomas

2009-01-01

There has been substantial recent growth in the use of non-invasive optical brain imaging in studies of human brain function in health and disease. Near-infrared neuroimaging (NIN) is one of the most promising of these techniques and, although NIN hardware continues to evolve at a rapid pace, software tools supporting optical data acquisition, image processing, statistical modeling, and visualization remain less refined. Python, a modular and computationally efficient development language, can support functional neuroimaging studies of diverse design and implementation. In particular, Python's easily readable syntax and modular architecture allow swift prototyping followed by efficient transition to stable production systems. As an introduction to our ongoing efforts to develop Python software tools for structural and functional neuroimaging, we discuss: (i) the role of non-invasive diffuse optical imaging in measuring brain function, (ii) the key computational requirements to support NIN experiments, (iii) our collection of software tools to support NIN, called NinPy, and (iv) future extensions of these tools that will allow integration of optical with other structural and functional neuroimaging data sources. Source code for the software discussed here will be made available at www.nmr.mgh.harvard.edu/Neural_SystemsGroup/software.html. PMID:19543449

Comparing the Effects of Classroom Audio-Recording and Video-Recording on Preservice Teachers' Reflection of Practice

ERIC Educational Resources Information Center

Bergman, Daniel

2015-01-01

This study examined the effects of audio and video self-recording on preservice teachers' written reflections. Participants (n = 201) came from a secondary teaching methods course and its school-based (clinical) fieldwork. The audio group (n[subscript A] = 106) used audio recorders to monitor their teaching in fieldwork placements; the video group…

Ethical and Legal Implications of the Methodological Crisis in Neuroimaging.

PubMed

Kellmeyer, Philipp

2017-10-01

Currently, many scientific fields such as psychology or biomedicine face a methodological crisis concerning the reproducibility, replicability, and validity of their research. In neuroimaging, similar methodological concerns have taken hold of the field, and researchers are working frantically toward finding solutions for the methodological problems specific to neuroimaging. This article examines some ethical and legal implications of this methodological crisis in neuroimaging. With respect to ethical challenges, the article discusses the impact of flawed methods in neuroimaging research in cognitive and clinical neuroscience, particularly with respect to faulty brain-based models of human cognition, behavior, and personality. Specifically examined is whether such faulty models, when they are applied to neurological or psychiatric diseases, could put patients at risk, and whether this places special obligations on researchers using neuroimaging. In the legal domain, the actual use of neuroimaging as evidence in United States courtrooms is surveyed, followed by an examination of ways that the methodological problems may create challenges for the criminal justice system. Finally, the article reviews and promotes some promising ideas and initiatives from within the neuroimaging community for addressing the methodological problems.

How surgical mentors teach: a classification of in vivo teaching behaviors part 2: physical teaching guidance.

PubMed

Sutkin, Gary; Littleton, Eliza B; Kanter, Steven L

2015-01-01

To study surgical teaching captured on film and analyze it at a fine level of detail to categorize physical teaching behaviors. We describe live, filmed, intraoperative nonverbal exchanges between surgical attending physicians and their trainees (residents and fellows). From the films, we chose key teaching moments and transcribed participants' utterances, actions, and gestures. In follow-up interviews, attending physicians and trainees watched videos of their teaching case and answered open-ended questions about their teaching methods. Using a grounded theory approach, we examined the videos and interviews for what might be construed as a teaching behavior and refined the physical teaching categories through constant comparison. We filmed 5 cases in the operating suite of a university teaching hospital that provides gynecologic surgical care. We included 5 attending gynecologic surgeons, 3 fellows, and 5 residents for this study. More than 6 hours of film and 3 hours of interviews were transcribed, and more than 250 physical teaching motions were captured. Attending surgeons relied on actions and gestures, sometimes wordlessly, to achieve pedagogical and surgical goals simultaneously. Physical teaching included attending physician-initiated actions that required immediate corollary actions from the trainee, gestures to illustrate a step or indicate which instrument to be used next, supporting or retracting tissues, repositioning the trainee's instruments, and placement of the attending physicians' hands on the trainees' hands to guide them. Attending physicians often voiced surprise at the range of their own teaching behaviors captured on film. Interrater reliability was high using the Cohen κ, which was 0.76 for the physical categories. Physical guidance is essential in educating a surgical trainee, may be tacit, and is not always accompanied by speech. Awareness of teaching behaviors may encourage deliberate teaching and reflection on how to innovate pedagogy

Formation and assessment of a novel surgical video atlas for thyroidectomy.

PubMed

Tarpada, Sandip P; Hsueh, Wayne D; Newman, Seth B; Gibber, Marc J

2017-01-01

Within surgery, interactive media have previously been used to educate medical students and residents. Here, we develop and assess the efficacy of a novel surgical video atlas in teaching surgically relevant head and neck anatomy to medical students. A total thyroidectomy was recorded intraoperatively and subsequently narrated to develop a video atlas. Medical students were recruited and randomly assigned to one of the two interventions. One group was assigned to the video atlas, while the other was supplied with a traditional textbook atlas. Both groups underwent pre- and post- tests to evaluate anatomical knowledge and satisfaction. Thirty-seven students completed the study, with 18 students in the experimental group and 19 students as control. In the video atlas arm, mean pre and post-test scores were 57.2% and 84.5%, respectively. In the traditional textbook arm, the mean pre- and post-test scores were 55.3% and 76.51%, respectively. Students with the video atlas had a mean post-test score 8.07% points higher than those without (p = .035). Overall, students were significantly more satisfied with the surgical video atlas than with the standard traditional textbook. A surgical video atlas was shown to more effectively teach head and neck anatomy to medical students compared to standard textbook atlases.

Instructional analysis of lecture video recordings and its application for quality improvement of medical lectures.

PubMed

Baek, Sunyong; Im, Sun Ju; Lee, Sun Hee; Kam, Beesung; Yune, So Joung; Lee, Sang Soo; Lee, Jung A; Lee, Yuna; Lee, Sang Yeoup

2011-12-01

The lecture is a technique for delivering knowledge and information cost-effectively to large medical classes in medical education. The aim of this study was to analyze teaching quality, based on triangle analysis of video recordings of medical lectures, to strengthen teaching competency in medical school. The subjects of this study were 13 medical professors who taught 1st- and 2nd-year medical students and agreed to a triangle analysis of video recordings of their lectures. We first performed triangle analysis, which consisted of a professional analysis of video recordings, self-assessment by teaching professors, and feedback from students, and the data were crosschecked by five school consultants for reliability and consistency. Most of the distress that teachers experienced during the lecture occurred in uniform teaching environments, such as larger lecture classes. Larger lectures that primarily used PowerPoint as a medium to deliver information effected poor interaction with students. Other distressing factors in the lecture were personal characteristics and lack of strategic faculty development. Triangle analysis of video recordings of medical lectures gives teachers an opportunity and motive to improve teaching quality. Faculty development and various improvement strategies, based on this analysis, are expected to help teachers succeed as effective, efficient, and attractive lecturers while improving the quality of larger lecture classes.

Neuroimaging and Research into Second Language Acquisition

ERIC Educational Resources Information Center

Sabourin, Laura

2009-01-01

Neuroimaging techniques are becoming not only more and more sophisticated but are also coming to be increasingly accessible to researchers. One thing that one should take note of is the potential of neuroimaging research within second language acquisition (SLA) to contribute to issues pertaining to the plasticity of the adult brain and to general…

Big Data and Neuroimaging.

PubMed

Webb-Vargas, Yenny; Chen, Shaojie; Fisher, Aaron; Mejia, Amanda; Xu, Yuting; Crainiceanu, Ciprian; Caffo, Brian; Lindquist, Martin A

2017-12-01

Big Data are of increasing importance in a variety of areas, especially in the biosciences. There is an emerging critical need for Big Data tools and methods, because of the potential impact of advancements in these areas. Importantly, statisticians and statistical thinking have a major role to play in creating meaningful progress in this arena. We would like to emphasize this point in this special issue, as it highlights both the dramatic need for statistical input for Big Data analysis and for a greater number of statisticians working on Big Data problems. We use the field of statistical neuroimaging to demonstrate these points. As such, this paper covers several applications and novel methodological developments of Big Data tools applied to neuroimaging data.

Social Justice through Literacy: Integrating Digital Video Cameras in Reading Summaries and Responses

ERIC Educational Resources Information Center

Liu, Rong; Unger, John A.; Scullion, Vicki A.

2014-01-01

Drawing data from an action-oriented research project for integrating digital video cameras into the reading process in pre-college courses, this study proposes using digital video cameras in reading summaries and responses to promote critical thinking and to teach social justice concepts. The digital video research project is founded on…

Advantages of Live Microscope Video for Laboratory and Teaching Applications

ERIC Educational Resources Information Center

Michels, Kristin K.; Michels, Zachary D.; Hotchkiss, Sara C.

2016-01-01

Although spatial reasoning and penetrative thinking skills are essential for many disciplines, these concepts are difficult for students to comprehend. In microscopy, traditional educational materials (i.e., photographs) are static. Conversely, video-based training methods convey dimensionality. We implemented a real-time digital video imaging…

Developing Handheld Video Intervention for Students with Autism Spectrum Disorder

ERIC Educational Resources Information Center

Hughes, Elizabeth M.; Yakubova, Gulnoza

2016-01-01

Video-based intervention (VBI) has strong evidence supporting efficiency in teaching social, communication, functional, behavior, play, and self-help skills and emerging evidence for teaching academic skills to students with autism spectrum disorder (ASD). VBI allows opportunities to electronically provide personalized, consistent, and prerecorded…

Using Interactive Multimedia to Teach Pedestrian Safety: An Exploratory Study

ERIC Educational Resources Information Center

Glang, Ann; Noell, John; Ary, Dennis; Swartz, Lynne

2005-01-01

Objectives: To evaluate an interactive multimedia (IMM) program that teaches young children safe pedestrian skills. Methods: The program uses IMM (animation and video) to teach children critical skills for crossing streets safely. A computer-delivered video assessment and a real-life street simulation were used to measure the effectiveness of the…

Using Video and Film

ERIC Educational Resources Information Center

Coles, Alf

2011-01-01

This article discusses how the author has adopted a multimedia approach to teaching and Continuing Professional Development (CPD). There is widespread acceptance of the potential power for using video recordings of lessons as a vehicle for teacher learning. Yet a re-current problem has been reported in research projects, from as far back as 1990,…

The Status of the Quality Control in Acupuncture-Neuroimaging Studies

PubMed Central

Qiu, Ke; Jing, Miaomiao; Liu, Xiaoyan; Gao, Feifei; Liang, Fanrong; Zeng, Fang

2016-01-01

Using neuroimaging techniques to explore the central mechanism of acupuncture gains increasing attention, but the quality control of acupuncture-neuroimaging study remains to be improved. We searched the PubMed Database during 1995 to 2014. The original English articles with neuroimaging scan performed on human beings were included. The data involved quality control including the author, sample size, characteristics of the participant, neuroimaging technology, and acupuncture intervention were extracted and analyzed. The rigorous inclusion and exclusion criteria are important guaranty for the participants' homogeneity. The standard operation process of acupuncture and the stricter requirement for acupuncturist play significant role in quality control. More attention should be paid to the quality control in future studies to improve the reproducibility and reliability of the acupuncture-neuroimaging studies. PMID:27242911

Adventure Racing and Organizational Behavior: Using Eco Challenge Video Clips to Stimulate Learning

ERIC Educational Resources Information Center

Kenworthy-U'Ren, Amy; Erickson, Anthony

2009-01-01

In this article, the Eco Challenge race video is presented as a teaching tool for facilitating theory-based discussion and application in organizational behavior (OB) courses. Before discussing the intricacies of the video series itself, the authors present a pedagogically based rationale for using reality TV-based video segments in a classroom…

Molecular neuroimaging of emotional decision-making.

PubMed

Takahashi, Hidehiko

2013-04-01

With the dissemination of non-invasive human neuroimaging techniques such as fMRI and the advancement of cognitive science, neuroimaging studies focusing on emotions and social cognition have become established. Along with this advancement, behavioral economics taking emotional and social factors into account for economic decisions has been merged with neuroscientific studies, and this interdisciplinary approach is called neuroeconomics. Past neuroeconomics studies have demonstrated that subcortical emotion-related brain structures play an important role in "irrational" decision-making. The research field that investigates the role of central neurotransmitters in this process is worthy of further development. Here, we provide an overview of recent molecular neuroimaging studies to further the understanding of the neurochemical basis of "irrational" or emotional decision-making and the future direction, including clinical implications, of the field. Copyright © 2013 Elsevier Ireland Ltd and the Japan Neuroscience Society. All rights reserved.

GPU Accelerated Browser for Neuroimaging Genomics.

PubMed

Zigon, Bob; Li, Huang; Yao, Xiaohui; Fang, Shiaofen; Hasan, Mohammad Al; Yan, Jingwen; Moore, Jason H; Saykin, Andrew J; Shen, Li

2018-04-25

Neuroimaging genomics is an emerging field that provides exciting opportunities to understand the genetic basis of brain structure and function. The unprecedented scale and complexity of the imaging and genomics data, however, have presented critical computational bottlenecks. In this work we present our initial efforts towards building an interactive visual exploratory system for mining big data in neuroimaging genomics. A GPU accelerated browsing tool for neuroimaging genomics is created that implements the ANOVA algorithm for single nucleotide polymorphism (SNP) based analysis and the VEGAS algorithm for gene-based analysis, and executes them at interactive rates. The ANOVA algorithm is 110 times faster than the 4-core OpenMP version, while the VEGAS algorithm is 375 times faster than its 4-core OpenMP counter part. This approach lays a solid foundation for researchers to address the challenges of mining large-scale imaging genomics datasets via interactive visual exploration.

Effectiveness of Interactive Video to Teach CPR Theory and Skills.

ERIC Educational Resources Information Center

Lyness, Ann L.

This study investigated whether an interactive video system of instruction taught cardiopulmonary resuscitation (CPR) as effectively as traditional instruction. Using standards of the American Heart Association, the study was designed with two randomized groups to be taught either by live instruction or by interactive video. Subjects were 100…

Video: useful tool for delivering family planning messages.

PubMed

Sumarsono, S K

1985-10-01

In 1969, the Government of Indonesia declared that the population explosion was a national problem. The National Family Planning Program was consequently launched to encourage adoption of the ideal of a small, happy and prosperous family norm. Micro-approach messages are composed of the following: physiology of menstruation; reproductive process; healthy pregnancy; rational family planning; rational application of contraceptives; infant and child care; nutrition improvement; increase in breastfeeding; increase in family income; education in family life; family health; and deferred marriage age. Macro-approach messages include: the population problem and its impact on socioeconomic aspects; efforts to cope with the population problem; and improvement of women's lot. In utilizing the media and communication channels, the program encourages the implementation of units and working units of IEC to produce IEC materials; utilizes all possible existing media and IEC channels; maintains the consistent linkage between the activity of mass media and the IEC activities in the field; and encourages the private sector to participate in the production of IEC media and materials. A media production center was set up and carries out the following activities: producing video cassettes for tv broadcasts of family planning drama, family planning news, and tv spots; producing duplicates of the video cassettes for distribution to provinces in support of the video network; producing teaching materials for family planning workers; and transfering family planning films into video cassettes. A video network was developed and includes video monitors in family planning service points such as hospitals, family planning clinics and public places like bus stations. In 1985, the program will be expanded by 50 mobile information units equipped with video monitors. Video has potentials to increase the productivity and effectiveness of the family planning program. The video production process is

Automated video surveillance: teaching an old dog new tricks

NASA Astrophysics Data System (ADS)

McLeod, Alastair

1993-12-01

The automated video surveillance market is booming with new players, new systems, new hardware and software, and an extended range of applications. This paper reviews available technology, and describes the features required for a good automated surveillance system. Both hardware and software are discussed. An overview of typical applications is also given. A shift towards PC-based hybrid systems, use of parallel processing, neural networks, and exploitation of modern telecomms are introduced, highlighting the evolution modern video surveillance systems.

Teaching Surgical Procedures with Movies: Tips for High-quality Video Clips

PubMed Central

Jacquemart, Mathieu; Bouletreau, Pierre; Breton, Pierre; Mojallal, Ali

2016-01-01

Summary: Video must now be considered as a precious tool for learning surgery. However, the medium does present production challenges, and currently, quality movies are not always accessible. We developed a series of 7 surgical videos and made them available on a publicly accessible internet website. Our videos have been viewed by thousands of people worldwide. High-quality educational movies must respect strategic and technical points to be reliable. PMID:27757342

Teaching Surgical Procedures with Movies: Tips for High-quality Video Clips.

PubMed

Jacquemart, Mathieu; Bouletreau, Pierre; Breton, Pierre; Mojallal, Ali; Sigaux, Nicolas

2016-09-01

Video must now be considered as a precious tool for learning surgery. However, the medium does present production challenges, and currently, quality movies are not always accessible. We developed a series of 7 surgical videos and made them available on a publicly accessible internet website. Our videos have been viewed by thousands of people worldwide. High-quality educational movies must respect strategic and technical points to be reliable.

Content Area Vocabulary Videos in Multiple Contexts: A Pedagogical Tool

ERIC Educational Resources Information Center

Webb, C. Lorraine; Kapavik, Robin Robinson

2015-01-01

The authors challenged pre-service teachers to digitally define a social studies or mathematical vocabulary term in multiple contexts using a digital video camera. The researchers sought to answer the following questions: 1. How will creating a video for instruction affect pre-service teachers' attitudes about teaching with technology, if at all?…

Structural neuroimaging in neuropsychology: History and contemporary applications.

PubMed

Bigler, Erin D

2017-11-01

Neuropsychology's origins began long before there were any in vivo methods to image the brain. That changed with the advent of computed tomography in the 1970s and magnetic resonance imaging in the early 1980s. Now computed tomography and magnetic resonance imaging are routinely a part of neuropsychological investigations with an increasing number of sophisticated methods for image analysis. This review examines the history of neuroimaging utilization in neuropsychological investigations, highlighting the basic methods that go into image quantification and the various metrics that can be derived. Neuroimaging methods and limitations for identify what constitutes a lesion are discussed. Likewise, the influence of various demographic and developmental factors that influence quantification of brain structure are reviewed. Neuroimaging is an integral part of 21st Century neuropsychology. The importance of neuroimaging to advancing neuropsychology is emphasized. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

Video: einige Bemerkungen zum medien-spezifischen Ort und zur didaktischen Basis (Video: Some Notes on Its Place among Teaching Media and on Its Theoretical Basis in FL Teaching)

ERIC Educational Resources Information Center

Bauer, Hans-Ludwig

1976-01-01

Reports on the introduction of video recorders at various branches of the Goethe Institute. The characteristics of video are compared with those of films, tapes and printed matter. Video's advantage is that through it authentic, unprepared material can be presented, and it provides strong motivation. (Text is in German.) (IFS/WGA)

Video in the Evaluation Process.

ERIC Educational Resources Information Center

Pelletier, Raymond J.

The rationale and methodology for using videotape recordings to test foreign language listening comprehension are discussed. First, the advantages of using video in teaching and testing listening comprehension are examined and the specific listening skills to be developed at the beginning level are outlined. Issues in the selection of video…

The Case for Video Study.

ERIC Educational Resources Information Center

Burmester, David

1984-01-01

Argues that video courses must teach students not only to make intelligent viewing choices but to sift truth from suggestion in commercials, to avoid mindless acceptance of television's versions of appropriate sex roles, and to examine the values promoted in television programs. Suggests a number of books for media study. (MM)

Video, An Extra Dimension to the Study of Literature.

ERIC Educational Resources Information Center

Bouman, Lenny

1996-01-01

Focuses on advantages of video as a tool in teaching literature in a foreign language class. Emphasizes that use of visual aids, such as video, can help the reader overcome his limitations in comprehending vocabulary meanings and context of sentences and lists two ways in which a film version of a story can be presented: in nonstop viewing or in…

Video Use in Teacher Education: A Survey of Teacher-Educators' Practices across Disciplines

ERIC Educational Resources Information Center

Arya, Poonam; Christ, Tanya; Chiu, Ming Ming

2016-01-01

Video methods utilize tenets of high quality teacher education and support education students' learning and application of learning to teaching practices. However, how frequently video is used in teacher education, and in what ways is unknown. Therefore, this study used survey data to identify the extent to which 94 teacher-educators used video in…

The Co-evolution of Neuroimaging and Psychiatric Neurosurgery.

PubMed

Dyster, Timothy G; Mikell, Charles B; Sheth, Sameer A

2016-01-01

The role of neuroimaging in psychiatric neurosurgery has evolved significantly throughout the field's history. Psychiatric neurosurgery initially developed without the benefit of information provided by modern imaging modalities, and thus lesion targets were selected based on contemporary theories of frontal lobe dysfunction in psychiatric disease. However, by the end of the 20th century, the availability of structural and functional magnetic resonance imaging (fMRI) allowed for the development of mechanistic theories attempting to explain the anatamofunctional basis of these disorders, as well as the efficacy of stereotactic neuromodulatory treatments. Neuroimaging now plays a central and ever-expanding role in the neurosurgical management of psychiatric disorders, by influencing the determination of surgical candidates, allowing individualized surgical targeting and planning, and identifying network-level changes in the brain following surgery. In this review, we aim to describe the coevolution of psychiatric neurosurgery and neuroimaging, including ways in which neuroimaging has proved useful in elucidating the therapeutic mechanisms of neuromodulatory procedures. We focus on ablative over stimulation-based procedures given their historical precedence and the greater opportunity they afford for post-operative re-imaging, but also discuss important contributions from the deep brain stimulation (DBS) literature. We conclude with a discussion of how neuroimaging will transition the field of psychiatric neurosurgery into the era of precision medicine.

Teaching Corporate Culture Using Interactive Video Training.

ERIC Educational Resources Information Center

Gardner, P. R.

The Westinghouse Hanford Company Total Quality Program includes the development of Hanford General Employee Training (HGET), an interactive video course. The commitment to total quality is developed in both new and requalifying employees by requiring them to make positive choices when confronted with real life scenarios showing violations of…

Surgical videos online: a survey of prominent sources and future trends.

PubMed

Dinscore, Amanda; Andres, Amy

2010-01-01

This article determines the extent of the online availability and quality of surgical videos for the educational benefit of the surgical community. A comprehensive survey was performed that compared a number of online sites providing surgical videos according to their content, production quality, authority, audience, navigability, and other features. Methods for evaluating video content are discussed as well as possible future directions and emerging trends. Surgical videos are a valuable tool for demonstrating and teaching surgical technique and, despite room for growth in this area, advances in streaming video technology have made providing and accessing these resources easier than ever before.

Incorporating Active Learning with Videos: A Case Study from Physics

ERIC Educational Resources Information Center

Lee, Kester J.; Sharma, Manjula D.

2008-01-01

Watching a video often results in passive learning and does not actively engage students. In this study, a class of 20 HSC Physics students were introduced to a teaching model that incorporated active learning principles with the watching of a video that explored the Meissner Effect and superconductors. Students would watch short sections of the…

Evaluation of stereoscopic medical video content on an autostereoscopic display for undergraduate medical education

NASA Astrophysics Data System (ADS)

Ilgner, Justus F. R.; Kawai, Takashi; Shibata, Takashi; Yamazoe, Takashi; Westhofen, Martin

2006-02-01

Introduction: An increasing number of surgical procedures are performed in a microsurgical and minimally-invasive fashion. However, the performance of surgery, its possibilities and limitations become difficult to teach. Stereoscopic video has evolved from a complex production process and expensive hardware towards rapid editing of video streams with standard and HDTV resolution which can be displayed on portable equipment. This study evaluates the usefulness of stereoscopic video in teaching undergraduate medical students. Material and methods: From an earlier study we chose two clips each of three different microsurgical operations (tympanoplasty type III of the ear, endonasal operation of the paranasal sinuses and laser chordectomy for carcinoma of the larynx). This material was added by 23 clips of a cochlear implantation, which was specifically edited for a portable computer with an autostereoscopic display (PC-RD1-3D, SHARP Corp., Japan). The recording and synchronization of left and right image was performed at the University Hospital Aachen. The footage was edited stereoscopically at the Waseda University by means of our original software for non-linear editing of stereoscopic 3-D movies. Then the material was converted into the streaming 3-D video format. The purpose of the conversion was to present the video clips by a file type that does not depend on a television signal such as PAL or NTSC. 25 4th year medical students who participated in the general ENT course at Aachen University Hospital were asked to estimate depth clues within the six video clips plus cochlear implantation clips. Another 25 4th year students who were shown the material monoscopically on a conventional laptop served as control. Results: All participants noted that the additional depth information helped with understanding the relation of anatomical structures, even though none had hands-on experience with Ear, Nose and Throat operations before or during the course. The monoscopic

Twelve tips for the effective use of videos in medical education.

PubMed

Dong, Chaoyan; Goh, Poh Sun

2015-02-01

Videos can promote learning by either complementing classroom activities, or in self-paced online learning modules. Despite the wide availability of online videos in medicine, it can be a challenge for many educators to decide when videos should be used, how to best use videos, and whether to use existing videos or produce their own. We outline 12 tips based on a review of best practices in curriculum design, current research in multimedia learning and our experience in producing and using educational videos. The 12 tips review the advantages of using videos in medical education, present requirements for teachers and students, discuss how to integrate video into a teaching programme, and describe technical requirements when producing one's own videos. The 12 tips can help medical educators use videos more effectively to promote student engagement and learning.

"Teachers Flipping Out" beyond the Online Lecture: Maximising the Educational Potential of Video

ERIC Educational Resources Information Center

Thomson, Andrew; Bridgstock, Ruth; Willems, Christiaan

2014-01-01

While video is recognised as an important medium for teaching and learning in the digital age, many video resources are not as effective as they might be, because they do not adequately exploit the strengths of the medium. Presented here are some case studies of video learning resources produced for various undergraduate courses in a university…

Gender differences in BOLD activation to face photographs and video vignettes.

PubMed

Fine, Jodene Goldenring; Semrud-Clikeman, Margaret; Zhu, David C

2009-07-19

Few neuroimaging studies have reported gender differences in response to human emotions, and those that have examined such differences have utilized face photographs. This study presented not only human face photographs of positive and negative emotions, but also video vignettes of positive and negative social human interactions in an attempt to provide a more ecologically appropriate stimuli paradigm. Ten male and 10 female healthy right-handed young adults were shown positive and negative affective social human faces and video vignettes to elicit gender differences in social/emotional perception. Conservative ROI (region of interest) analysis indicated greater male than female activation to positive affective photos in the anterior cingulate, medial frontal gyrus, superior frontal gyrus and superior temporal gyrus, all in the right hemisphere. No significant ROI gender differences were observed to negative affective photos. Male greater than female activation was seen in ROIs of the left posterior cingulate and the right inferior temporal gyrus to positive social videos. Male greater than female activation occurred in only the left middle temporal ROI for negative social videos. Consistent with previous findings, males were more lateralized than females. Although more activation was observed overall to video compared to photo conditions, males and females appear to process social video stimuli more similarly to one another than they do for photos. This study is a step forward in understanding the social brain with more ecologically valid stimuli that more closely approximates the demands of real-time social and affective processing.

Improving the Identification of Neonatal Encephalopathy: Utility of a Web-Based Video Tool.

PubMed

Ivy, Autumn S; Clark, Catherine L; Bahm, Sarah M; Meurs, Krisa P Van; Wusthoff, Courtney J

2017-04-01

Objective  This study tested the effectiveness of a video teaching tool in improving identification and classification of encephalopathy in infants. Study Design  We developed an innovative video teaching tool to help clinicians improve their skills in interpreting the neonatal neurological examination for grading encephalopathy. Pediatric residents were shown 1-minute video clips demonstrating exam findings in normal neonates and neonates with various degrees of encephalopathy. Findings from five domains were demonstrated: spontaneous activity, level of alertness, posture/tone, reflexes, and autonomic responses. After each clip, subjects were asked to identify whether the exam finding was normal or consistent with mild, moderate, or severe abnormality. Subjects were then directed to a web-based teaching toolkit, containing a compilation of videos demonstrating normal and abnormal findings on the neonatal neurological examination. Immediately after training, subjects underwent posttesting, again identifying exam findings as normal, mild, moderate, or severe abnormality. Results  Residents improved in their overall ability to identify and classify neonatal encephalopathy after viewing the teaching tool. In particular, the identification of abnormal spontaneous activity, reflexes, and autonomic responses were most improved. Conclusion  This pretest/posttest evaluation of an educational tool demonstrates that after viewing our toolkit, pediatric residents were able to improve their overall ability to detect neonatal encephalopathy. Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Capturing Creativity Using Digital Video

ERIC Educational Resources Information Center

Toyn, Mike

2008-01-01

This paper evaluates the use of a creative learning activity in which postgraduate student teachers were required to collaboratively make short digital videos. The purpose was for student teachers to experience and evaluate a meaningful learning activity and to consider how they might reconstruct such an activity within their own teaching practice…

Evaluating the Effectiveness of Teacher-Implemented Video Prompting on an iPod Touch to Teach Food-Preparation Skills to High School Students with Autism Spectrum Disorders

ERIC Educational Resources Information Center

Johnson, Jesse W.; Blood, Erika; Freeman, Amy; Simmons, Karen

2013-01-01

A multiple-probe-across-behaviors design was used to evaluate the effectiveness of video prompts delivered on an iPod Touch to teach food-preparation skills to two high school students with autism spectrum disorders (ASD) and intellectual disability. The special education teacher implemented the procedure in the high school classroom. Student data…

Cognitive Neuroimaging: Cognitive Science out of the Armchair

ERIC Educational Resources Information Center

de Zubicaray, Greig I.

2006-01-01

Cognitive scientists were not quick to embrace the functional neuroimaging technologies that emerged during the late 20th century. In this new century, cognitive scientists continue to question, not unreasonably, the relevance of functional neuroimaging investigations that fail to address questions of interest to cognitive science. However, some…

Effect of Audio vs. Video on Aural Discrimination of Vowels

ERIC Educational Resources Information Center

McCrocklin, Shannon

2012-01-01

Despite the growing use of media in the classroom, the effects of using of audio versus video in pronunciation teaching has been largely ignored. To analyze the impact of the use of audio or video training on aural discrimination of vowels, 61 participants (all students at a large American university) took a pre-test followed by two training…

Machine learning for neuroimaging with scikit-learn.

PubMed

Abraham, Alexandre; Pedregosa, Fabian; Eickenberg, Michael; Gervais, Philippe; Mueller, Andreas; Kossaifi, Jean; Gramfort, Alexandre; Thirion, Bertrand; Varoquaux, Gaël

2014-01-01

Statistical machine learning methods are increasingly used for neuroimaging data analysis. Their main virtue is their ability to model high-dimensional datasets, e.g., multivariate analysis of activation images or resting-state time series. Supervised learning is typically used in decoding or encoding settings to relate brain images to behavioral or clinical observations, while unsupervised learning can uncover hidden structures in sets of images (e.g., resting state functional MRI) or find sub-populations in large cohorts. By considering different functional neuroimaging applications, we illustrate how scikit-learn, a Python machine learning library, can be used to perform some key analysis steps. Scikit-learn contains a very large set of statistical learning algorithms, both supervised and unsupervised, and its application to neuroimaging data provides a versatile tool to study the brain.

Machine learning for neuroimaging with scikit-learn

PubMed Central

Abraham, Alexandre; Pedregosa, Fabian; Eickenberg, Michael; Gervais, Philippe; Mueller, Andreas; Kossaifi, Jean; Gramfort, Alexandre; Thirion, Bertrand; Varoquaux, Gaël

2014-01-01

Statistical machine learning methods are increasingly used for neuroimaging data analysis. Their main virtue is their ability to model high-dimensional datasets, e.g., multivariate analysis of activation images or resting-state time series. Supervised learning is typically used in decoding or encoding settings to relate brain images to behavioral or clinical observations, while unsupervised learning can uncover hidden structures in sets of images (e.g., resting state functional MRI) or find sub-populations in large cohorts. By considering different functional neuroimaging applications, we illustrate how scikit-learn, a Python machine learning library, can be used to perform some key analysis steps. Scikit-learn contains a very large set of statistical learning algorithms, both supervised and unsupervised, and its application to neuroimaging data provides a versatile tool to study the brain. PMID:24600388

Cosmic Concepts: A Video Series for Scaffolded Learning

NASA Astrophysics Data System (ADS)

Eisenhamer, Bonnie; Summers, Frank; Maple, John

2016-01-01

Scaffolding is widely considered to be an essential element of effective teaching and is used to help bridge knowledge gaps for learners. Scaffolding is especially important for distance-learning programs and computer-based learning environments. Preliminary studies are showing that when students learn about complex topics within computer-based learning environments without scaffolding, they fail to gain a conceptual understanding of the topic. As a result, researchers have begun to emphasize the importance of scaffolding for web-based as well as in-person instruction.To support scaffolded teaching practices and techniques, while addressing the needs of life-long learners, we have created the Cosmic Concepts video series. The series consists of short, one-topic videos that address scientific concepts with a special emphasis on those that traditionally cause confusion or are layered with misconceptions. Each video focuses on one idea at a time and provides a clear explanation of phenomena that is succinct enough for on-demand reference usage by all types of learners. Likewise, the videos can be used by educators to scaffold the scientific concepts behind astronomical images, or can be sequenced together to create well-structured pathways for presenting deeper and more layered ideas. This approach is critical for communicating information about astronomical discoveries that are often dense with unfamiliar concepts, complex ideas, and highly technical details. Additionally, learning tools in video formats support multi-sensory presentation approaches that can make astronomy more accessible to a variety of learners.

Pituitary gland in psychiatric disorders: a review of neuroimaging findings.

PubMed

Atmaca, Murad

2014-08-01

In this paper, it was reviewed neuroimaging results of the pituitary gland in psychiatric disorders, particularly schizophrenia, mood disorders, anxiety disorders, and somatoform disorders. The author made internet search in detail by using PubMed database including the period between 1980 and 2012 October. It was included in the articles in English, Turkish and French languages on pituitary gland in psychiatric disorders through structural or functional neuroimaging results. After searching mentioned in the Methods section in detail, investigations were obtained on pituitary gland neuroimaging in a variety of psychiatric disorders. There have been so limited investigations on pituitary neuroimaging in psychiatric disorders including major psychiatric illnesses like schizophrenia and mood disorders. Current findings are so far from the generalizability of the results. For this reason, it is required to perform much more neuroimaging studies of pituitary gland in all psychiatric disorders to reach the diagnostic importance of measuring it.

Twelve tips for the production of digital chalk-talk videos.

PubMed

Rana, Jasmine; Besche, Henrike; Cockrill, Barbara

2017-06-01

Increasingly over the past decade, faculty in medical and graduate schools have received requests from digital millennial learners for concise faculty-made educational videos. At our institution, over the past couple of years alone, several hundred educational videos have been created by faculty who teach in a flipped-classroom setting of the pre-clinical medical school curriculum. Despite the appeal and potential learning benefits of digital chalk-talk videos first popularized by Khan Academy, we have observed that the conceptual and technological barriers for creating chalk-talk videos can be high for faculty. To this end, this tips article offers an easy-to-follow 12-step conceptual framework to guide at-home production of chalk-talk educational videos.

Video as Process and Product

ERIC Educational Resources Information Center

Miller, Sandra L.

2005-01-01

A sales institute helps students develop powerful communication skills to meet the goal of establishing successful careers in professional selling. It often employs the concept of video self-modeling to teach the finer points of salesmanship. Russ Berrie, a devotee of the art of sales, donated to William Paterson University enough money to found a…

Case Study: Guidelines for Producing Videos to Accompany Flipped Cases

ERIC Educational Resources Information Center

Prud'homme-Généreux, Annie; Schiller, Nancy A.; Wild, John H.; Herreid, Clyde Freeman

2017-01-01

Three years ago, the "National Center for Case Study Teaching in Science" (NCCSTS) was inspired to merge the case study and flipped classroom approaches. The resulting project aimed to create the materials required to teach a flipped course in introductory biology by assigning videos as homework and case studies in the classroom. Three…

Video as a Metaphorical Eye: Images of Positionality, Pedagogy, and Practice

ERIC Educational Resources Information Center

Hamilton, Erica R.

2012-01-01

Considered by many to be cost-effective and user-friendly, video technology is utilized in a multitude of contexts, including the university classroom. One purpose, although not often used, involves recording oneself teaching. This autoethnographic study focuses on the author's use of video and reflective practice in order to capture and examine…

THE EFFECTS OF VIDEO-TAPING PROCEDURES IN AN EXPERIMENTAL READING PROGRAM.

ERIC Educational Resources Information Center

SCHWARTZ-LITTMANN, CAROLE

THE EXPERIMENTAL USE OF VIDEO AND TAPE RECORDINGS IN TEACHING THREE NEUROLOGICALLY DISABLED BOYS AGED 8, 9, AND 10 TO READ IS REPORTED. EXPERIENCE CHARTS WERE USED TO PRESENT BOTH UNCONTROLLED AND CONTROLLED VOCABULARY. THREE SPACES VIDEO-TAPED DEMONSTRATIONS WITH THE CHILDREN WERE USED TO DIAGNOSE PROGRESS AND AS MOTIVATIONAL DEVICES. THE…

Teaching Lab Science Courses Online: Resources for Best Practices, Tools, and Technology

ERIC Educational Resources Information Center

Jeschofnig, Linda; Jeschofnig, Peter

2011-01-01

"Teaching Lab Science Courses Online" is a practical resource for educators developing and teaching fully online lab science courses. First, it provides guidance for using learning management systems and other web 2.0 technologies such as video presentations, discussion boards, Google apps, Skype, video/web conferencing, and social media…

Terminology development towards harmonizing multiple clinical neuroimaging research repositories.

PubMed

Turner, Jessica A; Pasquerello, Danielle; Turner, Matthew D; Keator, David B; Alpert, Kathryn; King, Margaret; Landis, Drew; Calhoun, Vince D; Potkin, Steven G; Tallis, Marcelo; Ambite, Jose Luis; Wang, Lei

2015-07-01

Data sharing and mediation across disparate neuroimaging repositories requires extensive effort to ensure that the different domains of data types are referred to by commonly agreed upon terms. Within the SchizConnect project, which enables querying across decentralized databases of neuroimaging, clinical, and cognitive data from various studies of schizophrenia, we developed a model for each data domain, identified common usable terms that could be agreed upon across the repositories, and linked them to standard ontological terms where possible. We had the goal of facilitating both the current user experience in querying and future automated computations and reasoning regarding the data. We found that existing terminologies are incomplete for these purposes, even with the history of neuroimaging data sharing in the field; and we provide a model for efforts focused on querying multiple clinical neuroimaging repositories.

Terminology development towards harmonizing multiple clinical neuroimaging research repositories

PubMed Central

Turner, Jessica A.; Pasquerello, Danielle; Turner, Matthew D.; Keator, David B.; Alpert, Kathryn; King, Margaret; Landis, Drew; Calhoun, Vince D.; Potkin, Steven G.; Tallis, Marcelo; Ambite, Jose Luis; Wang, Lei

2015-01-01

Data sharing and mediation across disparate neuroimaging repositories requires extensive effort to ensure that the different domains of data types are referred to by commonly agreed upon terms. Within the SchizConnect project, which enables querying across decentralized databases of neuroimaging, clinical, and cognitive data from various studies of schizophrenia, we developed a model for each data domain, identified common usable terms that could be agreed upon across the repositories, and linked them to standard ontological terms where possible. We had the goal of facilitating both the current user experience in querying and future automated computations and reasoning regarding the data. We found that existing terminologies are incomplete for these purposes, even with the history of neuroimaging data sharing in the field; and we provide a model for efforts focused on querying multiple clinical neuroimaging repositories. PMID:26688838

Using Video Conferencing To Improve the Supervision of Student Teachers and Pre Student-Teachers.

ERIC Educational Resources Information Center

Dudt, Kurt P.; Garrett, Joyce

1997-01-01

Shrinking budgets, demands for supervisory contact, and the rural isolation of Indiana University of Pennsylvania create special problems for pre student-teaching and student teaching. Describes a proposed project that will use interactive video technology to supervise student-teaching practica in distant locations. Outlines project phases,…

The Promise and Peril of Video Cases: Reflections on Their Creation and Use.

ERIC Educational Resources Information Center

Liedtka, Jeanne

2001-01-01

Presents a rationale for video case studies: they are engaging and flexible, facilitate listening skills, and make the classroom a virtual world. Describes development challenges in terms of time, expense, editing, storytelling, and conveying content. Provides advice for teaching with video cases. (SK)

25 years of neuroimaging in amyotrophic lateral sclerosis.

PubMed

Foerster, Bradley R; Welsh, Robert C; Feldman, Eva L

2013-09-01

Amyotrophic lateral sclerosis (ALS) is a fatal motor neuron disease for which a precise cause has not yet been identified. Standard CT or MRI evaluation does not demonstrate gross structural nervous system changes in ALS, so conventional neuroimaging techniques have provided little insight into the pathophysiology of this disease. Advanced neuroimaging techniques--such as structural MRI, diffusion tensor imaging and proton magnetic resonance spectroscopy--allow evaluation of alterations of the nervous system in ALS. These alterations include focal loss of grey and white matter and reductions in white matter tract integrity, as well as changes in neural networks and in the chemistry, metabolism and receptor distribution in the brain. Given their potential for investigation of both brain structure and function, advanced neuroimaging methods offer important opportunities to improve diagnosis, guide prognosis, and direct future treatment strategies in ALS. In this article, we review the contributions made by various advanced neuroimaging techniques to our understanding of the impact of ALS on different brain regions, and the potential role of such measures in biomarker development.

25 years of neuroimaging in amyotrophic lateral sclerosis

PubMed Central

Foerster, Bradley R.; Welsh, Robert C.; Feldman, Eva L.

2014-01-01

Amyotrophic lateral sclerosis (ALS) is a fatal motor neuron disease for which a precise cause has not yet been identified. Standard CT or MRI evaluation does not demonstrate gross structural nervous system changes in ALS, so conventional neuroimaging techniques have provided little insight into the pathophysiology of this disease. Advanced neuroimaging techniques—such as structural MRI, diffusion tensor imaging and proton magnetic resonance spectroscopy—allow evaluation of alterations of the nervous system in ALS. These alterations include focal loss of grey and white matter and reductions in white matter tract integrity, as well as changes in neural networks and in the chemistry, metabolism and receptor distribution in the brain. Given their potential for investigation of both brain structure and function, advanced neuroimaging methods offer important opportunities to improve diagnosis, guide prognosis, and direct future treatment strategies in ALS. In this article, we review the contributions made by various advanced neuroimaging techniques to our understanding of the impact of ALS on different brain regions, and the potential role of such measures in biomarker development. PMID:23917850

Video Job Shadows. Project SEED.

ERIC Educational Resources Information Center

Kucinkas, Gene; Noyce, Gary

Video Job Shadows encourages students to develop questions about a job and offers them the chance to videotape a business person answering those questions about his or her job. The program can be an effective method of teaching high school students about the world of work and the specific requirements and responsibilities of some jobs in their…

Teaching sexual history-taking skills using the Sexual Events Classification System.

PubMed

Fidler, Donald C; Petri, Justin Daniel; Chapman, Mark

2010-01-01

The authors review the literature about educational programs for teaching sexual history-taking skills and describe novel techniques for teaching these skills. Psychiatric residents enrolled in a brief sexual history-taking course that included instruction on the Sexual Events Classification System, feedback on residents' video-recorded interviews with simulated patients, discussion of videos that simulated bad interviews, simulated patients, and a competency scoring form to score a video of a simulated interview. After the course, residents completed an anonymous survey to assess the usefulness of the experience. After the course, most residents felt more comfortable taking sexual histories. They described the Sexual Events Classification System and simulated interviews as practical methods for teaching sexual history-taking skills. The Sexual Events Classification System and simulated patient experiences may serve as a practical model for teaching sexual history-taking skills to general psychiatric residents.

The Great War. [Teaching Materials].

ERIC Educational Resources Information Center

Public Broadcasting Service, Washington, DC.

This package of teaching materials is intended to accompany an eight-part film series entitled "The Great War" (i.e., World War I), produced for public television. The package consists of a "teacher's guide,""video segment index,""student resource" materials, and approximately 40 large photographs. The video series is not a war story of battles,…

Expanding Learning and Teaching Processes in an ESL/Civics ABE Classroom Using an Interactive Video Lesson Plan in the U.S. Southwest: An Action Research Study

ERIC Educational Resources Information Center

Cajar-Bravo, Aristides

2010-01-01

This study is an action research project that analyzed the ways in which ESL students improve their language learning processes by using as a teaching tool a media literacy video and Civics Education for social skills; it was presented to two groups of 12 students who were attending an ESL/Civics Education Intermediate-Advanced class in an ABE…

AUDIOVISUAL RESOURCES ON THE TEACHING PROCESS IN SURGICAL TECHNIQUE

PubMed Central

PUPULIM, Guilherme Luiz Lenzi; IORIS, Rafael Augusto; GAMA, Ricardo Ribeiro; RIBAS, Carmen Australia Paredes Marcondes; MALAFAIA, Osvaldo; GAMA, Mirnaluci

2015-01-01

Background: The development of didactic means to create opportunities to permit complete and repetitive viewing of surgical procedures is of great importance nowadays due to the increasing difficulty of doing in vivo training. Thus, audiovisual resources favor the maximization of living resources used in education, and minimize problems arising only with verbalism. Aim: To evaluate the use of digital video as a pedagogical strategy in surgical technique teaching in medical education. Methods: Cross-sectional study with 48 students of the third year of medicine, when studying in the surgical technique discipline. They were divided into two groups with 12 in pairs, both subject to the conventional method of teaching, and one of them also exposed to alternative method (video) showing the technical details. All students did phlebotomy in the experimental laboratory, with evaluation and assistance of the teacher/monitor while running. Finally, they answered a self-administered questionnaire related to teaching method when performing the operation. Results: Most of those who did not watch the video took longer time to execute the procedure, did more questions and needed more faculty assistance. The total exposed to video followed the chronology of implementation and approved the new method; 95.83% felt able to repeat the procedure by themselves, and 62.5% of those students that only had the conventional method reported having regular capacity of technique assimilation. In both groups mentioned having regular difficulty, but those who have not seen the video had more difficulty in performing the technique. Conclusion: The traditional method of teaching associated with the video favored the ability to understand and transmitted safety, particularly because it is activity that requires technical skill. The technique with video visualization motivated and arouse interest, facilitated the understanding and memorization of the steps for procedure implementation, benefiting the

Humorous Videos and Idiom Achievement: Some Pedagogical Considerations for EFL Learners

ERIC Educational Resources Information Center

Neissari, Malihe; Ashraf, Hamid; Ghorbani, Mohammad Reza

2017-01-01

Employing a quasi-experimental design, this study examined the efficacy of humorous idiom video clips on the achievement of Iranian undergraduate students studying English as a Foreign Language (EFL). Forty humorous video clips from the English Idiom Series called "The Teacher" from the BBC website were used to teach 120 idioms to 61…

Live lecture versus video podcast in undergraduate medical education: A randomised controlled trial.

PubMed

Schreiber, Benjamin E; Fukuta, Junaid; Gordon, Fabiana

2010-10-08

Information technology is finding an increasing role in the training of medical students. We compared information recall and student experience and preference after live lectures and video podcasts in undergraduate medical education. We performed a crossover randomised controlled trial. 100 students were randomised to live lecture or video podcast for one clinical topic. Live lectures were given by the same instructor as the narrator of the video podcasts. The video podcasts comprised Powerpoint™ slides narrated using the same script as the lecture. They were then switched to the other group for a second clinical topic. Knowledge was assessed using multiple choice questions and qualitative information was collected using a questionnaire. No significant difference was found on multiple choice questioning immediately after the session. The subjects enjoyed the convenience of the video podcast and the ability to stop, review and repeat it, but found it less engaging as a teaching method. They expressed a clear preference for the live lecture format. We suggest that video podcasts are not ready to replace traditional teaching methods, but may have an important role in reinforcing learning and aiding revision.

Live lecture versus video podcast in undergraduate medical education: A randomised controlled trial

PubMed Central

2010-01-01

Background Information technology is finding an increasing role in the training of medical students. We compared information recall and student experience and preference after live lectures and video podcasts in undergraduate medical education. Methods We performed a crossover randomised controlled trial. 100 students were randomised to live lecture or video podcast for one clinical topic. Live lectures were given by the same instructor as the narrator of the video podcasts. The video podcasts comprised Powerpoint™ slides narrated using the same script as the lecture. They were then switched to the other group for a second clinical topic. Knowledge was assessed using multiple choice questions and qualitative information was collected using a questionnaire. Results No significant difference was found on multiple choice questioning immediately after the session. The subjects enjoyed the convenience of the video podcast and the ability to stop, review and repeat it, but found it less engaging as a teaching method. They expressed a clear preference for the live lecture format. Conclusions We suggest that video podcasts are not ready to replace traditional teaching methods, but may have an important role in reinforcing learning and aiding revision. PMID:20932302

Using Image Modelling to Teach Newton's Laws with the Ollie Trick

ERIC Educational Resources Information Center

Dias, Marco Adriano; Carvalho, Paulo Simeão; Vianna, Deise Miranda

2016-01-01

Image modelling is a video-based teaching tool that is a combination of strobe images and video analysis. This tool can enable a qualitative and a quantitative approach to the teaching of physics, in a much more engaging and appealling way than the traditional expositive practice. In a specific scenario shown in this paper, the Ollie trick, we…

Neuropsychological and neuroimaging underpinnings of schizoaffective disorder: a systematic review.

PubMed

Madre, M; Canales-Rodríguez, E J; Ortiz-Gil, J; Murru, A; Torrent, C; Bramon, E; Perez, V; Orth, M; Brambilla, P; Vieta, E; Amann, B L

2016-07-01

The neurobiological basis and nosological status of schizoaffective disorder remains elusive and controversial. This study provides a systematic review of neurocognitive and neuroimaging findings in the disorder. A comprehensive literature search was conducted via PubMed, ScienceDirect, Scopus and Web of Knowledge (from 1949 to 31st March 2015) using the keyword 'schizoaffective disorder' and any of the following terms: 'neuropsychology', 'cognition', 'structural neuroimaging', 'functional neuroimaging', 'multimodal', 'DTI' and 'VBM'. Only studies that explicitly examined a well defined sample, or subsample, of patients with schizoaffective disorder were included. Twenty-two of 43 neuropsychological and 19 of 51 neuroimaging articles fulfilled inclusion criteria. We found a general trend towards schizophrenia and schizoaffective disorder being related to worse cognitive performance than bipolar disorder. Grey matter volume loss in schizoaffective disorder is also more comparable to schizophrenia than to bipolar disorder which seems consistent across further neuroimaging techniques. Neurocognitive and neuroimaging abnormalities in schizoaffective disorder resemble more schizophrenia than bipolar disorder. This is suggestive for schizoaffective disorder being a subtype of schizophrenia or being part of the continuum spectrum model of psychosis, with schizoaffective disorder being more skewed towards schizophrenia than bipolar disorder. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.

Understanding ‘human’ waves: exploiting the physics in a viral video

NASA Astrophysics Data System (ADS)

Ferrer-Roca, Chantal

2018-01-01

Waves are a relevant part of physics that students find difficult to grasp, even in those cases in which wave propagation kinematics can be visualized. This may hinder a proper understanding of sound, light or quantum physics phenomena that are explained using a wave model. So-called ‘human’ waves, choreographed by people, have proved to be an advisable way to understand basic wave concepts. Videos are widely used as a teaching resource and can be of considerable help in order to watch and discuss ‘human’ waves provided their quality is reasonably good. In this paper we propose and analyse a video that went viral online and has been revealed to be a useful teaching resource for introductory physics students. It shows a unique and very complete series of wave propagations, including pulses with different polarizations and periodic waves that can hardly be found elsewhere. After a proposal on how to discuss the video qualitatively, a quantitative analysis is carried out (no video-tracker needed), including a determination of the main wave magnitudes such as period, wavelength and propagation speed.

Towards structured sharing of raw and derived neuroimaging data across existing resources

PubMed Central

Keator, D.B.; Helmer, K.; Steffener, J.; Turner, J.A.; Van Erp, T.G.M.; Gadde, S.; Ashish, N.; Burns, G.A.; Nichols, B.N.

2013-01-01

Data sharing efforts increasingly contribute to the acceleration of scientific discovery. Neuroimaging data is accumulating in distributed domain-specific databases and there is currently no integrated access mechanism nor an accepted format for the critically important meta-data that is necessary for making use of the combined, available neuroimaging data. In this manuscript, we present work from the Derived Data Working Group, an open-access group sponsored by the Biomedical Informatics Research Network (BIRN) and the International Neuroimaging Coordinating Facility (INCF) focused on practical tools for distributed access to neuroimaging data. The working group develops models and tools facilitating the structured interchange of neuroimaging meta-data and is making progress towards a unified set of tools for such data and meta-data exchange. We report on the key components required for integrated access to raw and derived neuroimaging data as well as associated meta-data and provenance across neuroimaging resources. The components include (1) a structured terminology that provides semantic context to data, (2) a formal data model for neuroimaging with robust tracking of data provenance, (3) a web service-based application programming interface (API) that provides a consistent mechanism to access and query the data model, and (4) a provenance library that can be used for the extraction of provenance data by image analysts and imaging software developers. We believe that the framework and set of tools outlined in this manuscript have great potential for solving many of the issues the neuroimaging community faces when sharing raw and derived neuroimaging data across the various existing database systems for the purpose of accelerating scientific discovery. PMID:23727024

Efficacy of computer-based video and simulation in ultrasound-guided regional anesthesia training.

PubMed

Woodworth, Glenn E; Chen, Elliza M; Horn, Jean-Louis E; Aziz, Michael F

2014-05-01

To determine the effectiveness of a short educational video and simulation on improvement of ultrasound (US) image acquisition and interpretation skills. Prospective, randomized study. University medical center. 28 anesthesia residents and community anesthesiologists with varied ultrasound experience were randomized to teaching video with interactive simulation or sham video groups. Participants were assessed preintervention and postintervention on their ability to identify the sciatic nerve and other anatomic structures on static US images, as well as their ability to locate the sciatic nerve with US on live models. Pretest written test scores correlated with reported US block experience (Kendall tau rank r = 0.47) and with live US scanning scores (r = 0.64). The teaching video and simulation significantly improved scores on the written examination (P < 0.001); however, they did not significantly improve live US scanning skills. A short educational video with interactive simulation significantly improved knowledge of US anatomy, but failed to improve hands-on performance of US scanning to localize the nerve. Copyright © 2014 Elsevier Inc. All rights reserved.

The production of audiovisual teaching tools in minimally invasive surgery.

PubMed

Tolerton, Sarah K; Hugh, Thomas J; Cosman, Peter H

2012-01-01

Audiovisual learning resources have become valuable adjuncts to formal teaching in surgical training. This report discusses the process and challenges of preparing an audiovisual teaching tool for laparoscopic cholecystectomy. The relative value in surgical education and training, for both the creator and viewer are addressed. This audiovisual teaching resource was prepared as part of the Master of Surgery program at the University of Sydney, Australia. The different methods of video production used to create operative teaching tools are discussed. Collating and editing material for an audiovisual teaching resource can be a time-consuming and technically challenging process. However, quality learning resources can now be produced even with limited prior video editing experience. With minimal cost and suitable guidance to ensure clinically relevant content, most surgeons should be able to produce short, high-quality education videos of both open and minimally invasive surgery. Despite the challenges faced during production of audiovisual teaching tools, these resources are now relatively easy to produce using readily available software. These resources are particularly attractive to surgical trainees when real time operative footage is used. They serve as valuable adjuncts to formal teaching, particularly in the setting of minimally invasive surgery. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Neuroimaging of Human Balance Control: A Systematic Review

PubMed Central

Wittenberg, Ellen; Thompson, Jessica; Nam, Chang S.; Franz, Jason R.

2017-01-01

This review examined 83 articles using neuroimaging modalities to investigate the neural correlates underlying static and dynamic human balance control, with aims to support future mobile neuroimaging research in the balance control domain. Furthermore, this review analyzed the mobility of the neuroimaging hardware and research paradigms as well as the analytical methodology to identify and remove movement artifact in the acquired brain signal. We found that the majority of static balance control tasks utilized mechanical perturbations to invoke feet-in-place responses (27 out of 38 studies), while cognitive dual-task conditions were commonly used to challenge balance in dynamic balance control tasks (20 out of 32 studies). While frequency analysis and event related potential characteristics supported enhanced brain activation during static balance control, that in dynamic balance control studies was supported by spatial and frequency analysis. Twenty-three of the 50 studies utilizing EEG utilized independent component analysis to remove movement artifacts from the acquired brain signals. Lastly, only eight studies used truly mobile neuroimaging hardware systems. This review provides evidence to support an increase in brain activation in balance control tasks, regardless of mechanical, cognitive, or sensory challenges. Furthermore, the current body of literature demonstrates the use of advanced signal processing methodologies to analyze brain activity during movement. However, the static nature of neuroimaging hardware and conventional balance control paradigms prevent full mobility and limit our knowledge of neural mechanisms underlying balance control. PMID:28443007

Video streaming into the mainstream.

PubMed

Garrison, W

2001-12-01

Changes in Internet technology are making possible the delivery of a richer mixture of media through data streaming. High-quality, dynamic content, such as video and audio, can be incorporated into Websites simply, flexibly and interactively. Technologies such as G3 mobile communication, ADSL, cable and satellites enable new ways of delivering medical services, information and learning. Systems such as Quicktime, Windows Media and Real Video provide reliable data streams as video-on-demand and users can tailor the experience to their own interests. The Learning Development Centre at the University of Portsmouth have used streaming technologies together with e-learning tools such as dynamic HTML, Flash, 3D objects and online assessment successfully to deliver on-line course content in economics and earth science. The Lifesign project--to develop, catalogue and stream health sciences media for teaching--is described and future medical applications are discussed.

Is Video-Based Education an Effective Method in Surgical Education? A Systematic Review.

PubMed

Ahmet, Akgul; Gamze, Kus; Rustem, Mustafaoglu; Sezen, Karaborklu Argut

2018-02-12

Visual signs draw more attention during the learning process. Video is one of the most effective tool including a lot of visual cues. This systematic review set out to explore the influence of video in surgical education. We reviewed the current evidence for the video-based surgical education methods, discuss the advantages and disadvantages on the teaching of technical and nontechnical surgical skills. This systematic review was conducted according to the guidelines defined in the preferred reporting items for systematic reviews and meta-analyses statement. The electronic databases: the Cochrane Library, Medline (PubMED), and ProQuest were searched from their inception to the 30 January 2016. The Medical Subject Headings (MeSH) terms and keywords used were "video," "education," and "surgery." We analyzed all full-texts, randomised and nonrandomised clinical trials and observational studies including video-based education methods about any surgery. "Education" means a medical resident's or student's training and teaching process; not patients' education. We did not impose restrictions about language or publication date. A total of nine articles which met inclusion criteria were included. These trials enrolled 507 participants and the total number of participants per trial ranged from 10 to 172. Nearly all of the studies reviewed report significant knowledge gain from video-based education techniques. The findings of this systematic review provide fair to good quality studies to demonstrate significant gains in knowledge compared with traditional teaching. Additional video to simulator exercise or 3D animations has beneficial effects on training time, learning duration, acquisition of surgical skills, and trainee's satisfaction. Video-based education has potential for use in surgical education as trainees face significant barriers in their practice. This method is effective according to the recent literature. Video should be used in addition to standard techniques

Levels of Interaction and Proximity: Content Analysis of Video-Based Classroom Cases

ERIC Educational Resources Information Center

Kale, Ugur

2008-01-01

This study employed content analysis techniques to examine video-based cases of two websites that exemplify learner-centered pedagogies for pre-service teachers to carry out in their teaching practices. The study focused on interaction types and physical proximity levels between students and teachers observed in the videos. The findings regarding…

Watch This! A Guide to Implementing Video Modeling in the Classroom

ERIC Educational Resources Information Center

Wynkoop, Kaylee Stahr

2016-01-01

The video modeling (VM) teaching strategy is one in which a student watches a video of someone performing a specific behavior, skill, or task and is then expected to complete the behavior, skill, or task. This column discusses the variety of ways in which VM has been documented within the literature and supports teacher interest in the strategy by…

[Pedophilia: contribution of neurology and neuroimaging techniques].

PubMed

Fonteille, V; Cazala, F; Moulier, V; Stoléru, S

2012-12-01

Pedophilia is characterized by a persistent sexual interest of an adult for prepubescent children. The development of neuroimaging techniques such as functional Magnetic Resonance Imaging (fMRI) is starting to clarify the cerebral basis of disorders of sexual behavior such as pedophilia, which had been previously suggested by case studies. To review structural and functional neuroimaging studies of pedophilia. An exhaustive consultation of PubMed and Ovid databases was conducted. We obtained 19 articles presented in the present review of the literature. Case studies have demonstrated various changes of sexual behavior in relation to brain lesions, including the late appearance in adults of a sexual attraction to prepubescent children. In most cases of pedophilia associated with brain lesions, these lesions were located in frontal or in temporal regions. Structural neuroimaging studies have compared pedophiles with healthy subjects and tried to relate pedophilia to anatomical differences between these two groups. The location of structural changes is inconsistent across studies. Recent functional neuroimaging studies have also attempted to investigate the cerebral correlates of pedophilia. Results suggest that the activation pattern found in pedophiles in response to pictures of prepubescent nude girls or boys is similar to the pattern observed in healthy subjects in response to pictures of adult nude women or men. However, regions that become more activated in patients than in healthy controls in response to the presentation of pictures of children vary across studies. Studies that have begun to investigate the cerebral correlates of pedophilia demonstrate that it is possible to explore them through neuroimaging techniques. These initial results have to be confirmed by new studies backed with objective measurements of sexual arousal such as phallometry. Copyright © 2012 L’Encéphale, Paris. Published by Elsevier Masson SAS. All rights reserved.

Cerebral Fat Embolism After Video-Assisted Thoracic Surgery.

PubMed

Scarpino, Maenia; Lanzo, Giovanni; Cappelli, Francesco; Moretti, Marco; Misuri, Gianni; Voltolini, Luca; Pistolesi, Massimo; Amantini, Aldo; Grippo, Antonello

2016-11-01

Cerebral fat embolism (CFE) is an uncommon disease occurring mainly after traumatic lower limb long bone fractures. A 64-year-old woman with pneumonia and bilateral pleural effusion underwent video-assisted thoracic surgery (VATS). After 3 days, the patient had an acute decrease in consciousness level followed by the onset of seizures and right hemiparesis. Brain computed tomography and magnetic resonance imaging showed findings suggestive of CFE. CFE occurring after an uncommon nontraumatic cause of fat embolism, such as VATS, is a rare clinical event whose diagnosis could be challenging. Neuroimaging can hasten diagnosis and prevent other unnecessary investigations and treatments. Copyright © 2016 The Society of Thoracic Surgeons. Published by Elsevier Inc. All rights reserved.

Imperial College near infrared spectroscopy neuroimaging analysis framework.

PubMed

Orihuela-Espina, Felipe; Leff, Daniel R; James, David R C; Darzi, Ara W; Yang, Guang-Zhong

2018-01-01

This paper describes the Imperial College near infrared spectroscopy neuroimaging analysis (ICNNA) software tool for functional near infrared spectroscopy neuroimaging data. ICNNA is a MATLAB-based object-oriented framework encompassing an application programming interface and a graphical user interface. ICNNA incorporates reconstruction based on the modified Beer-Lambert law and basic processing and data validation capabilities. Emphasis is placed on the full experiment rather than individual neuroimages as the central element of analysis. The software offers three types of analyses including classical statistical methods based on comparison of changes in relative concentrations of hemoglobin between the task and baseline periods, graph theory-based metrics of connectivity and, distinctively, an analysis approach based on manifold embedding. This paper presents the different capabilities of ICNNA in its current version.

The Use of Videos as a Cognitive Stimulator and Instructional Tool in Tertiary ESL Classroom

ERIC Educational Resources Information Center

Kaur, Dalwinder; Yong, Esther; Zin, Norhayati Mohd; DeWitt, Dorothy

2014-01-01

Even though technology is known to have a transformative effect on teaching and learning, videos are not widely used as an instructional tool in the classrooms in Malaysia. This paper focuses on using videos a cognitive stimulator and an instructional tool especially in tertiary ESL classrooms. This paper the potential of using videos for…

Functional neuroimaging: technical, logical, and social perspectives.

PubMed

Aguirre, Geoffrey K

2014-01-01

Neuroscientists have long sought to study the dynamic activity of the human brain-what's happening in the brain, that is, while people are thinking, feeling, and acting. Ideally, an inside look at brain function would simultaneously and continuously measure the biochemical state of every cell in the central nervous system. While such a miraculous method is science fiction, a century of progress in neuroimaging technologies has made such simultaneous and continuous measurement a plausible fiction. Despite this progress, practitioners of modern neuroimaging struggle with two kinds of limitations: those that attend the particular neuroimaging methods we have today and those that would limit any method of imaging neural activity, no matter how powerful. In this essay, I consider the liabilities and potential of techniques that measure human brain activity. I am concerned here only with methods that measure relevant physiologic states of the central nervous system and relate those measures to particular mental states. I will consider in particular the preeminent method of functional neuroimaging: BOLD fMRI. While there are several practical limits on the biological information that current technologies can measure, these limits-as important as they are-are minor in comparison to the fundamental logical restraints on the conclusions that can be drawn from brain imaging studies. © 2014 by The Hastings Center.

Animations of Classroom Interaction: Expanding the Boundaries of Video Records of Practice

ERIC Educational Resources Information Center

Chazan, Daniel; Herbst, Patricio

2012-01-01

Background/Context: For decades, teacher educators and professional developers have been using video recordings of actual classroom practice to help teachers reflect on their teaching (e.g., van Es & Sherin, 2002, 2008) and to help preservice teachers come into contact with practice (Lampert & Ball, 1998). However, the use of video records of…

Advanced Neuroimaging in Traumatic Brain Injury

PubMed Central

Edlow, Brian L.; Wu, Ona

2013-01-01

Advances in structural and functional neuroimaging have occurred at a rapid pace over the past two decades. Novel techniques for measuring cerebral blood flow, metabolism, white matter connectivity, and neural network activation have great potential to improve the accuracy of diagnosis and prognosis for patients with traumatic brain injury (TBI), while also providing biomarkers to guide the development of new therapies. Several of these advanced imaging modalities are currently being implemented into clinical practice, whereas others require further development and validation. Ultimately, for advanced neuroimaging techniques to reach their full potential and improve clinical care for the many civilians and military personnel affected by TBI, it is critical for clinicians to understand the applications and methodological limitations of each technique. In this review, we examine recent advances in structural and functional neuroimaging and the potential applications of these techniques to the clinical care of patients with TBI. We also discuss pitfalls and confounders that should be considered when interpreting data from each technique. Finally, given the vast amounts of advanced imaging data that will soon be available to clinicians, we discuss strategies for optimizing data integration, visualization and interpretation. PMID:23361483

Continuous Video Modeling to Assist with Completion of Multi-Step Home Living Tasks by Young Adults with Moderate Intellectual Disability

ERIC Educational Resources Information Center

Mechling, Linda C.; Ayres, Kevin M.; Bryant, Kathryn J.; Foster, Ashley L.

2014-01-01

The current study evaluated a relatively new video-based procedure, continuous video modeling (CVM), to teach multi-step cleaning tasks to high school students with moderate intellectual disability. CVM in contrast to video modeling and video prompting allows repetition of the video model (looping) as many times as needed while the user completes…

Neuroimaging and Recovery of Language in Aphasia

PubMed Central

Thompson, Cynthia K.; den Ouden, Dirk-Bart

2010-01-01

The use of functional neuroimaging techniques has advanced what is known about the neural mechanisms used to support language processing in aphasia resulting from brain damage. This paper highlights recent findings derived from neuroimaging studies focused on neuroplasticity of language networks, the role of the left and right hemispheres in this process, and studies examining how treatment affects the neurobiology of recovery. We point out variability across studies as well as factors related to this variability, and we emphasize challenges that remain for research. PMID:18957184

Beginning Science Teachers' Use of a Digital Video Annotation Tool to Promote Reflective Practices

NASA Astrophysics Data System (ADS)

McFadden, Justin; Ellis, Joshua; Anwar, Tasneem; Roehrig, Gillian

2014-06-01

The development of teachers as reflective practitioners is a central concept in national guidelines for teacher preparation and induction (National Council for Accreditation of Teacher Education 2008). The Teacher Induction Network (TIN) supports the development of reflective practice for beginning secondary science teachers through the creation of online "communities of practice" (Barab et al. in Inf Soc, 237-256, 2003), which have been shown to have positive impacts on teacher collaboration, communication, and reflection. Specifically, TIN integrated the use of asynchronous, video annotation as an affordance to directly facilitate teachers' reflection on their classroom practices (Tripp and Rich in Teach Teach Educ 28(5):728-739, 2013). This study examines the use of video annotation as a tool for developing reflective practices for beginning secondary science teachers. Teachers were enrolled in an online teacher induction course designed to promote reflective practice and inquiry-based instruction. A modified version of the Learning to Notice Framework (Sherin and van Es in J Teach Educ 60(1):20-37, 2009) was used to classify teachers' annotations on video of their teaching. Findings from the study include the tendency of teachers to focus on themselves in their annotations, as well as a preponderance of annotations focused on lower-level reflective practices of description and explanation. Suggestions for utilizing video annotation tools are discussed, as well as design features, which could be improved to further the development of richer annotations and deeper reflective practices.

Uses of Video in Understanding and Improving Mathematical Thinking and Teaching

ERIC Educational Resources Information Center

Schoenfeld, Alan H.

2017-01-01

This article characterizes my use of video as a tool for research, design and development. I argue that videos, while a potentially overwhelming source of data, provide the kind of large bandwidth that enables one to capture phenomena that one might otherwise miss; and that although the act of taping is in itself an act of selection, there is…

Comparison of Screen Sizes When Using Video Prompting to Teach Adolescents with Autism

ERIC Educational Resources Information Center

Bennett, Kyle D.; Gutierrez, Anibal, Jr.; Loughrey, Tara O.

2016-01-01

Recently, researchers have compared the effectiveness of video-based instruction (VBI), particularly video modeling, when using smaller versus larger screen sizes with positive, but mixed results. Using an adapted alternating treatments design, we compared two different screen sizes (i.e., iPhone 5 versus iPad 2) using video prompting as the VBI…

Hands-on Simulation versus Traditional Video-learning in Teaching Microsurgery Technique

PubMed Central

SAKAMOTO, Yusuke; OKAMOTO, Sho; SHIMIZU, Kenzo; ARAKI, Yoshio; HIRAKAWA, Akihiro; WAKABAYASHI, Toshihiko

2017-01-01

Bench model hands-on learning may be more effective than traditional didactic practice in some surgical fields. However, this has not been reported for microsurgery. Our study objective was to demonstrate the efficacy of bench model hands-on learning in acquiring microsuturing skills. The secondary objective was to evaluate the aptitude for microsurgery based on personality assessment. Eighty-six medical students comprising 62 men and 24 women were randomly assigned to either 20 min of hands-on learning with a bench model simulator or 20 min of video-learning using an instructional video. They then practiced microsuturing for 40 min. Each student then made three knots, and the time to complete the task was recorded. The final products were scored by two independent graders in a blind fashion. All participants then took a personality test, and their microsuture test scores and the time to complete the task were compared. The time to complete the task was significantly shorter in the simulator group than in the video-learning group. The final product scores tended to be higher with simulator-learning than with video-learning, but the difference was not significant. Students with high “extraversion” scores on the personality inventory took a shorter time to complete the suturing test. Simulator-learning was more effective for microsurgery training than video instruction, especially in understanding the procedure. There was a weak association between personality traits and microsurgery skill. PMID:28381653

Using Digital Time-Lapse Videos to Teach Geomorphic Processes to Undergraduates

NASA Astrophysics Data System (ADS)

Clark, D. H.; Linneman, S. R.; Fuller, J.

2004-12-01

We demonstrate the use of relatively low-cost, computer-based digital imagery to create time-lapse videos of two distinct geomorphic processes in order to help students grasp the significance of the rates, styles, and temporal dependence of geologic phenomena. Student interviews indicate that such videos help them to understand the relationship between processes and landform development. Time-lapse videos have been used extensively in some sciences (e.g., biology - http://sbcf.iu.edu/goodpract/hangarter.html, meteorology - http://www.apple.com/education/hed/aua0101s/meteor/, chemistry - http://www.chem.yorku.ca/profs/hempsted/chemed/home.html) to demonstrate gradual processes that are difficult for many students to visualize. Most geologic processes are slower still, and are consequently even more difficult for students to grasp, yet time-lapse videos are rarely used in earth science classrooms. The advent of inexpensive web-cams and computers provides a new means to explore the temporal dimension of earth surface processes. To test the use of time-lapse videos in geoscience education, we are developing time-lapse movies that record the evolution of two landforms: a stream-table delta and a large, natural, active landslide. The former involves well-known processes in a controlled, repeatable laboratory experiment, whereas the latter tracks the developing dynamics of an otherwise poorly understood slope failure. The stream-table delta is small and grows in ca. 2 days; we capture a frame on an overhead web-cam every 3 minutes. Before seeing the video, students are asked to hypothesize how the delta will grow through time. The final time-lapse video, ca. 20-80 MB, elegantly shows channel migration, progradation rates, and formation of major geomorphic elements (topset, foreset, bottomset beds). The web-cam can also be "zoomed-in" to show smaller-scale processes, such as bedload transfer, and foreset slumping. Post-lab tests and interviews with students indicate that

Teaching Employment Interview Skills through Interactive Video Instruction.

ERIC Educational Resources Information Center

Shulman, Gary M.; And Others

An interactive video program, "The Screening Interview," has been developed at Miami University (Ohio) to help prepare college and university students for on-campus employment interviews with corporate recruiters. Within the context of the simulated interview situation provided by the program, students function as the alter ego of either…

The coordinate-based meta-analysis of neuroimaging data.

PubMed

Samartsidis, Pantelis; Montagna, Silvia; Nichols, Thomas E; Johnson, Timothy D

2017-01-01

Neuroimaging meta-analysis is an area of growing interest in statistics. The special characteristics of neuroimaging data render classical meta-analysis methods inapplicable and therefore new methods have been developed. We review existing methodologies, explaining the benefits and drawbacks of each. A demonstration on a real dataset of emotion studies is included. We discuss some still-open problems in the field to highlight the need for future research.

The coordinate-based meta-analysis of neuroimaging data

PubMed Central

Samartsidis, Pantelis; Montagna, Silvia; Nichols, Thomas E.; Johnson, Timothy D.

2017-01-01

Neuroimaging meta-analysis is an area of growing interest in statistics. The special characteristics of neuroimaging data render classical meta-analysis methods inapplicable and therefore new methods have been developed. We review existing methodologies, explaining the benefits and drawbacks of each. A demonstration on a real dataset of emotion studies is included. We discuss some still-open problems in the field to highlight the need for future research. PMID:29545671

Neuroimaging studies of social cognition in schizophrenia.

PubMed

Fujiwara, Hironobu; Yassin, Walid; Murai, Toshiya

2015-05-01

Impaired social cognition is considered a core contributor to unfavorable psychosocial functioning in schizophrenia. Rather than being a unitary process, social cognition is a collection of multifaceted processes that recruit multiple brain structures, thus structural and functional neuroimaging techniques are ideal methodologies for revealing the underlying pathophysiology of impaired social cognition. Many neuroimaging studies have suggested that in addition to white-matter deficits, schizophrenia is associated with decreased gray-matter volume in multiple brain areas, especially fronto-temporal and limbic regions. However, few schizophrenia studies have examined associations between brain abnormalities and social cognitive disabilities. During the last decade, we have investigated structural brain abnormalities in schizophrenia using high-resolution magnetic resonance imaging, and our findings have been confirmed by us and others. By assessing different types of social cognitive abilities, structural abnormalities in multiple brain regions have been found to be associated with disabilities in social cognition, such as recognition of facial emotion, theory of mind, and empathy. These structural deficits have also been associated with alexithymia and quality of life in ways that are closely related to the social cognitive disabilities found in schizophrenia. Here, we overview a series of neuroimaging studies from our laboratory that exemplify current research into this topic, and discuss how it can be further tackled using recent advances in neuroimaging technology. © 2014 The Authors. Psychiatry and Clinical Neurosciences © 2014 Japanese Society of Psychiatry and Neurology.

The Effects of Reviews in Video Tutorials

ERIC Educational Resources Information Center

van der Meij, H.; van der Meij, J.

2016-01-01

This study investigates how well a video tutorial for software training that is based on Demonstration-Based Teaching supports user motivation and performance. In addition, it is studied whether reviews significantly contribute to these measures. The Control condition employs a tutorial with instructional features added to a dynamic task…

Childhood Violence Prevention Education Using Video Games

ERIC Educational Resources Information Center

Fontana, Leonard; Beckerman, Adela

2004-01-01

This article describes a project that incorporated interactive technology to teach violence prevention knowledge and skills to second grade students. The educational video games presented lessons consisting of animated characters in a story, accompanied by a number of exercises. The research issue was whether students would develop an appreciation…

Video-modelling to improve task completion in a child with autism.

PubMed

Rayner, Christopher Stephen

2010-01-01

To evaluate the use of video modelling as an intervention for increasing task completion for individuals with autism who have high support needs. A 12-year-old-boy with autism received video modelling intervention on two routines (unpacking his bag and brushing his teeth). Use of the video modelling intervention led to rapid increases in the percentage of steps performed in the unpacking his bag sequence and these gains generalized to packing his bag prior to departure from school. There was limited success in the use of the video modelling intervention for teaching the participant to brush his teeth. Video modelling can be successfully applied to enhance daily functioning in a classroom environment for students with autism and high support needs.

Transforming Education Research Through Open Video Data Sharing.

PubMed

Gilmore, Rick O; Adolph, Karen E; Millman, David S; Gordon, Andrew

2016-01-01

Open data sharing promises to accelerate the pace of discovery in the developmental and learning sciences, but significant technical, policy, and cultural barriers have limited its adoption. As a result, most research on learning and development remains shrouded in a culture of isolation. Data sharing is the rare exception (Gilmore, 2016). Many researchers who study teaching and learning in classroom, laboratory, museum, and home contexts use video as a primary source of raw research data. Unlike other measures, video captures the complexity, richness, and diversity of behavior. Moreover, because video is self-documenting, it presents significant potential for reuse. However, the potential for reuse goes largely unrealized because videos are rarely shared. Research videos contain information about participants' identities making the materials challenging to share. The large size of video files, diversity of formats, and incompatible software tools pose technical challenges. The Databrary (databrary.org) digital library enables researchers who study learning and development to store, share, stream, and annotate videos. In this article, we describe how Databrary has overcome barriers to sharing research videos and associated data and metadata. Databrary has developed solutions for respecting participants' privacy; for storing, streaming, and sharing videos; and for managing videos and associated metadata. The Databrary experience suggests ways that videos and other identifiable data collected in the context of educational research might be shared. Open data sharing enabled by Databrary can serve as a catalyst for a truly multidisciplinary science of learning.

Transforming Education Research Through Open Video Data Sharing

PubMed Central

Gilmore, Rick O.; Adolph, Karen E.; Millman, David S.; Gordon, Andrew

2016-01-01

Open data sharing promises to accelerate the pace of discovery in the developmental and learning sciences, but significant technical, policy, and cultural barriers have limited its adoption. As a result, most research on learning and development remains shrouded in a culture of isolation. Data sharing is the rare exception (Gilmore, 2016). Many researchers who study teaching and learning in classroom, laboratory, museum, and home contexts use video as a primary source of raw research data. Unlike other measures, video captures the complexity, richness, and diversity of behavior. Moreover, because video is self-documenting, it presents significant potential for reuse. However, the potential for reuse goes largely unrealized because videos are rarely shared. Research videos contain information about participants’ identities making the materials challenging to share. The large size of video files, diversity of formats, and incompatible software tools pose technical challenges. The Databrary (databrary.org) digital library enables researchers who study learning and development to store, share, stream, and annotate videos. In this article, we describe how Databrary has overcome barriers to sharing research videos and associated data and metadata. Databrary has developed solutions for respecting participants’ privacy; for storing, streaming, and sharing videos; and for managing videos and associated metadata. The Databrary experience suggests ways that videos and other identifiable data collected in the context of educational research might be shared. Open data sharing enabled by Databrary can serve as a catalyst for a truly multidisciplinary science of learning. PMID:28042361

Anesthesia machine checkout and room setup: a randomized, single-blind, comparison of two teaching modalities.

PubMed

Spofford, Christina M; Bayman, Emine O; Szeluga, Debra J; From, Robert P

2012-01-01

Novel methods for teaching are needed to enhance the efficiency of academic anesthesia departments as well as provide approaches to learning that are aligned with current trends and advances in technology. A video was produced that taught the key elements of anesthesia machine checkout and room set up. Novice learners were randomly assigned to receive either the new video format or traditional lecture-based format for this topic during their regularly scheduled lecture series. Primary outcome was the difference in written examination score before and after teaching between the two groups. Secondary outcome was the satisfaction score of the trainees in the two groups. Forty-two students assigned to the video group and 36 students assigned to the lecture group completed the study. Students in each group similar interest in anesthesia, pre-test scores, post-test scores, and final exam scores. The median posttest to pretest difference was greater in the video groups (3.5 (3.0-5.0) vs 2.5 (2.0-3.0), for video and lecture groups respectively, p 0.002). Despite improved test scores, students reported higher satisfaction the traditional, lecture-based format (22.0 (18.0-24.0) vs 24.0 (20.0-28.0), for video and lecture groups respectively, p <0.004). Higher pre-test to post-test improvements were observed among students in the video-based teaching group, however students rated traditional, live lectures higher than newer video-based teaching.

Video Production in the English Language Arts Classroom.

ERIC Educational Resources Information Center

Lund, Donna Joan

1998-01-01

Argues that teaching video production techniques in high-school English classes achieves the goals of language arts proficiency, media literacy, and student self-realization. Discusses preproduction; information search; script and storyboard; writing activities; oral communication activities; teamwork; aesthetic judgment; media literacy; affective…

The Use of Animated Videos to Illustrate Oral Solid Dosage Form Manufacturing in a Pharmaceutics Course.

PubMed

Yellepeddi, Venkata Kashyap; Roberson, Charles

2016-10-25

Objective. To evaluate the impact of animated videos of oral solid dosage form manufacturing as visual instructional aids on pharmacy students' perception and learning. Design. Data were obtained using a validated, paper-based survey instrument designed to evaluate the effectiveness, appeal, and efficiency of the animated videos in a pharmaceutics course offered in spring 2014 and 2015. Basic demographic data were also collected and analyzed. Assessment data at the end of pharmaceutics course was collected for 2013 and compared with assessment data from 2014, and 2015. Assessment. Seventy-six percent of the respondents supported the idea of incorporating animated videos as instructional aids for teaching pharmaceutics. Students' performance on the formative assessment in 2014 and 2015 improved significantly compared to the performance of students in 2013 whose lectures did not include animated videos as instructional aids. Conclusions. Implementing animated videos of oral solid dosage form manufacturing as instructional aids resulted in improved student learning and favorable student perceptions about the instructional approach. Therefore, use of animated videos can be incorporated in pharmaceutics teaching to enhance visual learning.

The Use of Animated Videos to Illustrate Oral Solid Dosage Form Manufacturing in a Pharmaceutics Course

PubMed Central

Roberson, Charles

2016-01-01

Objective. To evaluate the impact of animated videos of oral solid dosage form manufacturing as visual instructional aids on pharmacy students’ perception and learning. Design. Data were obtained using a validated, paper-based survey instrument designed to evaluate the effectiveness, appeal, and efficiency of the animated videos in a pharmaceutics course offered in spring 2014 and 2015. Basic demographic data were also collected and analyzed. Assessment data at the end of pharmaceutics course was collected for 2013 and compared with assessment data from 2014, and 2015. Assessment. Seventy-six percent of the respondents supported the idea of incorporating animated videos as instructional aids for teaching pharmaceutics. Students’ performance on the formative assessment in 2014 and 2015 improved significantly compared to the performance of students in 2013 whose lectures did not include animated videos as instructional aids. Conclusions. Implementing animated videos of oral solid dosage form manufacturing as instructional aids resulted in improved student learning and favorable student perceptions about the instructional approach. Therefore, use of animated videos can be incorporated in pharmaceutics teaching to enhance visual learning. PMID:27899837

Videos: Where do they fit in an aging infused social work curriculum?

PubMed

Pickard, Joseph G; Berg-Weger, Marla; Birkenmaier, Julie

2008-01-01

As technology progresses, college instructors are presented with the availability of new and exciting pedagogical methods. Though the use of videos is not new, their use is becoming increasingly simplified and relevant to popular culture. This conceptual paper presents a theoretical rationale for the use of videos as a teaching and learning tool in the infusion of aging content into the social work curriculum, provides in-class strategies with a case example, and discusses the use of videos outside of class.

Functional neuroimaging of emotional learning and autonomic reactions.

PubMed

Peper, Martin; Herpers, Martin; Spreer, Joachim; Hennig, Jürgen; Zentner, Josef

2006-06-01

This article provides a selective overview of the functional neuroimaging literature with an emphasis on emotional activation processes. Emotions are fast and flexible response systems that provide basic tendencies for adaptive action. From the range of involved component functions, we first discuss selected automatic mechanisms that control basic adaptational changes. Second, we illustrate how neuroimaging work has contributed to the mapping of the network components associated with basic emotion families (fear, anger, disgust, happiness), and secondary dimensional concepts that organise the meaning space for subjective experience and verbal labels (emotional valence, activity/intensity, approach/withdrawal, etc.). Third, results and methodological difficulties are discussed in view of own neuroimaging experiments that investigated the component functions involved in emotional learning. The amygdala, prefrontal cortex, and striatum form a network of reciprocal connections that show topographically distinct patterns of activity as a correlate of up and down regulation processes during an emotional episode. Emotional modulations of other brain systems have attracted recent research interests. Emotional neuroimaging calls for more representative designs that highlight the modulatory influences of regulation strategies and socio-cultural factors responsible for inhibitory control and extinction. We conclude by emphasising the relevance of the temporal process dynamics of emotional activations that may provide improved prediction of individual differences in emotionality.

Neuroimaging in psychiatric pharmacogenetics research: the promise and pitfalls.

PubMed

Falcone, Mary; Smith, Ryan M; Chenoweth, Meghan J; Bhattacharjee, Abesh Kumar; Kelsoe, John R; Tyndale, Rachel F; Lerman, Caryn

2013-11-01

The integration of research on neuroimaging and pharmacogenetics holds promise for improving treatment for neuropsychiatric conditions. Neuroimaging may provide a more sensitive early measure of treatment response in genetically defined patient groups, and could facilitate development of novel therapies based on an improved understanding of pathogenic mechanisms underlying pharmacogenetic associations. This review summarizes progress in efforts to incorporate neuroimaging into genetics and treatment research on major psychiatric disorders, such as schizophrenia, major depressive disorder, bipolar disorder, attention-deficit/hyperactivity disorder, and addiction. Methodological challenges include: performing genetic analyses in small study populations used in imaging studies; inclusion of patients with psychiatric comorbidities; and the extensive variability across studies in neuroimaging protocols, neurobehavioral task probes, and analytic strategies. Moreover, few studies use pharmacogenetic designs that permit testing of genotype × drug effects. As a result of these limitations, few findings have been fully replicated. Future studies that pre-screen participants for genetic variants selected a priori based on drug metabolism and targets have the greatest potential to advance the science and practice of psychiatric treatment.

Choosing Wisely: A Neurosurgical Perspective on Neuroimaging for Headaches

PubMed Central

Hawasli, Ammar H.; Chicoine, Michael R.; Dacey, Ralph G.

2016-01-01

Multiple national initiatives seek to curb spending in order to address increasing health care costs in the United States. The Choosing Wisely® initiative is one popular initiative that focuses on reducing health care spending by setting guidelines to limit tests and procedures requested by patients and ordered by physicians. To reduce spending on neuroimaging, the Choosing Wisely® initiative and other organizations have offered guidelines to limit neuroimaging for headaches. Although the intentions are laudable, these guidelines are inconsistent with the neurosurgeon’s experience with brain tumor patients. If adopted by governing or funding organizations, these guidelines threaten to negatively impact the care and outcomes of patients with brain tumors, who frequently present with minimal symptoms or isolated headaches syndromes. As we grapple with the difficult conflict between evidence-based cost-cutting guidelines and individualized patient-tailored medicine, a physician must carefully balance the costs and benefits of discretionary services such as neuroimaging for headaches. By participating in the development of validated clinical decision rules on neuroimaging for headaches, neurosurgeons can advocate for their patients and improve their patients’ outcomes. PMID:25255253

Neuroimaging of the Periaqueductal Gray: State of the Field

PubMed Central

Linnman, Clas; Moulton, Eric A.; Barmettler, Gabi; Becerra, Lino; Borsook, David

2011-01-01

This review and meta-analysis aims at summarizing and integrating the human neuroimaging studies that report periaqueductal gray (PAG) involvement; 250 original manuscripts on human neuroimaging of the PAG were identified. A narrative review and meta-analysis using activation likelihood estimates is included. Behaviors covered include pain and pain modulation, anxiety, bladder and bowel function and autonomic regulation. Methods include structural and functional magnetic resonance imaging, functional connectivity measures, diffusion weighted imaging and positron emission tomography. Human neuroimaging studies in healthy and clinical populations largely confirm the animal literature indicating that the PAG is involved in homeostatic regulation of salient functions such as pain, anxiety and autonomic function. Methodological concerns in the current literature, including resolution constraints, imaging artifacts and imprecise neuroanatomical labeling are discussed, and future directions are proposed. A general conclusion is that PAG neuroimaging is a field with enormous potential to translate animal data onto human behaviors, but with some growing pains that can and need to be addressed in order to add to our understanding of the neurobiology of this key region. PMID:22197740

Using "Making Sense of Climate Science Denial" MOOC videos in a college course

NASA Astrophysics Data System (ADS)

Schuenemann, K. C.; Cook, J.

2015-12-01

The Massive Open Online Course (MOOC) "Denial101x: Making Sense of Climate Science Denial" teaches students to make sense of the science and respond to climate change denial. The course is made up of a series of short, myth-debunking lecture videos that can be strategically used in college courses. The videos and the visuals within have proven a great resource for an introductory college level climate change course. Methods for using the videos in both online and in-classroom courses will be presented, as well as student reactions and learning from the videos. The videos introduce and explain a climate science topic, then paraphrase a common climate change myth, explain why the myth is wrong by identifying the characteristic of climate denial used, and concludes by reinforcing the correct science. By focusing on common myths, the MOOC has made an archive of videos that can be used by anyone in need of a 5-minute response to debunk a myth. By also highlighting five characteristics of climate denial: fake experts, logical fallacies, impossible expectations, cherry picking, and conspiracy theories (FLICC), the videos also teach the viewer the skills they need to critically examine myths they may encounter in the real world on a variety of topics. The videos also include a series of expert scientist interviews that can be used to drive home points, as well as put some faces to the science. These videos are freely available outside of the MOOC and can be found under the relevant "Most used climate myths" section on the skepticalscience.com webpage, as well as directly on YouTube. Discover ideas for using videos in future courses, regardless of discipline.

Using video to introduce clinical materials.

PubMed

Kommalage, Mahinda; Senadheera, Chandanie

2012-08-01

The early introduction of clinical material is a recognised strategy in medical education. The University of Ruhana Medical School, where a traditional curriculum is followed, offers students pre-clinical subjects without clinical exposure during their first and second years. Clinical materials in the form of videos were introduced to first-year students. In the videos, patients and their relatives described the diseases and related problems. Students were instructed to identify the problems encountered by patients and relatives. Each video was followed by a discussion of the problems identified by the students. The medical, social and economic problems encountered by patients and relatives were emphasised during post-video discussions. A lecture was conducted linking the contents of the videos to subsequent lectures. The aim of this study is to investigate whether combining teaching preclinical material with a video presentation of relevant clinical cases facilitates the interest and understanding of students. Quantitative data were collected using a questionnaire, whereas qualitative data were collected using focus group discussions. Quantitative data showed that students appreciated the video, had 'better' knowledge acquisition and a 'better' understanding of problems encountered by patients. Qualitative analysis highlighted the following themes: increased interest; enhanced understanding; relevance of basic knowledge to clinical practice; orientation to profession; and personalising theories. The introduction of patients in the form of videos helped students to understand the relevance of subject material for clinical practice, increased their interest and facilitated a better understanding of the subject material. Therefore, it seems video is a feasible medium to introduce clinical materials to first-year students who follow a traditional curriculum in a resource-limited environment. © Blackwell Publishing Ltd 2012.

Neuroimaging in human MDMA (Ecstasy) users.

PubMed

Cowan, Ronald L; Roberts, Deanne M; Joers, James M

2008-10-01

MDMA (3,4 methylenedioxymethamphetamine) has been used by millions of people worldwide as a recreational drug. The terms "MDMA" and "Ecstasy" are often used synonymously, but it is important to note that the purity of Ecstasy sold as MDMA is not certain. MDMA use is of public health concern, not so much because MDMA produces a common or severe dependence syndrome, but rather because rodent and nonhuman primate studies have indicated that MDMA (when administered at certain dosages and intervals) can cause long-lasting reductions in markers of brain serotonin (5-HT) that appear specific to fine-diameter axons arising largely from the dorsal raphe nucleus (DR). Given the popularity of MDMA, the potential for the drug to produce long-lasting or permanent 5-HT axon damage or loss, and the widespread role of 5-HT function in the brain, there is a great need for a better understanding of brain function in human users of this drug. To this end, neuropsychological, neuroendocrine, and neuroimaging studies have all suggested that human MDMA users may have long-lasting changes in brain function consistent with 5-HT toxicity. Data from animal models leads to testable hypotheses regarding MDMA's effects on the human brain. Because neuropsychological and neuroimaging findings have focused on the neocortex, a cortical model is developed to provide a context for designing and interpreting neuroimaging studies in MDMA users. Aspects of the model are supported by the available neuroimaging data, but there are controversial findings in some areas and most findings have not been replicated across different laboratories and using different modalities. This paper reviews existing findings in the context of a cortical model and suggests directions for future research.

Automated Scoring of Teachers' Open-Ended Responses to Video Prompts: Bringing the Classroom-Video-Analysis Assessment to Scale

ERIC Educational Resources Information Center

Kersting, Nicole B.; Sherin, Bruce L.; Stigler, James W.

2014-01-01

In this study, we explored the potential for machine scoring of short written responses to the Classroom-Video-Analysis (CVA) assessment, which is designed to measure teachers' usable mathematics teaching knowledge. We created naïve Bayes classifiers for CVA scales assessing three different topic areas and compared computer-generated scores to…

Functional neuroimaging in epileptic encephalopathies.

PubMed

Siniatchkin, Michael; Capovilla, Giuseppe

2013-11-01

Epileptic encephalopathies (EEs) represent a group of severe epileptic disorders associated with cognitive and behavioral disturbances. The mechanisms of cognitive disability in EEs remain unclear. This review summarized neuroimaging studies that have tried to describe specific fingerprints of brain activation in EE. Although the epileptic activity can be generated individually in different brain regions, it seems likely that the activity propagates in a syndrome-specific way. In some EEs, the epileptiform discharges were associated with an interruption of activity in the default mode network. In another EE, other mechanisms seem to underlie cognitive disability associated with epileptic activity, for example, abnormal connectivity pattern or interfering activity in the thalamocortical network. Further neuroimaging studies are needed to investigate the short-term and long-term impact of epileptic activity on cognition and development. Wiley Periodicals, Inc. © 2013 International League Against Epilepsy.

Video-Mediated Physics Instruction from Preservice Teachers to Elementary Students: Experiences and Reflections

ERIC Educational Resources Information Center

Laherto, Antti; Laherto, Jussi

2018-01-01

Addressing the widely reported deficiencies in elementary teachers' competence in technology use and in inquiry-based science instruction, we present and assess a novel teaching experiment conducted in a university-school collaboration. Preservice elementary teachers planned and produced teaching videos in which they gave instructions on…

Reviews Book: The Babylonian Theorem Video Game: BrainBox360 (Physics Edition) Book: Teaching and Learning Science: Towards a Personalized Approach Book: Good Practice in Science Teaching: What Research Has to Say Equipment: PAPERSHOW Equipment: SEP Steady State Bottle Kit Equipment: Sciencescope Datalogging Balance Equipment: USB Robot Arm Equipment: Sciencescope Spectrophotometer Web Watch

NASA Astrophysics Data System (ADS)

2010-07-01

WE RECOMMEND Good Practice in Science Teaching: What Research Has to Say Book explores and summarizes the research Steady State Bottle Kit Another gem from SEP Sciencescope Datalogging Balance Balance suits everyday use Sciencescope Spectrophotometer Device displays clear spectrum WORTH A LOOK The Babylonian Theorem Text explains ancient Egyptian mathematics BrainBox360 (Physics Edition) Video game tests your knowledge Teaching and Learning Science: Towards a Personalized Approach Book reveals how useful physics teachers really are PAPERSHOW Gadget kit is useful but has limitations Robotic Arm Kit with USB PC Interface Robot arm teaches programming WEB WATCH Simple applets teach complex topics

Learning Process and Learning Outcomes of Video Podcasts Including the Instructor and PPT Slides: A Chinese Case

ERIC Educational Resources Information Center

Pi, Zhongling; Hong, Jianzhong

2016-01-01

Video podcasts have become one of the fastest developing trends in learning and teaching. The study explored the effect of the presenting mode of educational video podcasts on the learning process and learning outcomes. Prior to viewing a video podcast, the 94 Chinese undergraduates participating in the study completed a demographic questionnaire…

Multimodal Neuroimaging: Basic Concepts and Classification of Neuropsychiatric Diseases.

PubMed

Tulay, Emine Elif; Metin, Barış; Tarhan, Nevzat; Arıkan, Mehmet Kemal

2018-06-01

Neuroimaging techniques are widely used in neuroscience to visualize neural activity, to improve our understanding of brain mechanisms, and to identify biomarkers-especially for psychiatric diseases; however, each neuroimaging technique has several limitations. These limitations led to the development of multimodal neuroimaging (MN), which combines data obtained from multiple neuroimaging techniques, such as electroencephalography, functional magnetic resonance imaging, and yields more detailed information about brain dynamics. There are several types of MN, including visual inspection, data integration, and data fusion. This literature review aimed to provide a brief summary and basic information about MN techniques (data fusion approaches in particular) and classification approaches. Data fusion approaches are generally categorized as asymmetric and symmetric. The present review focused exclusively on studies based on symmetric data fusion methods (data-driven methods), such as independent component analysis and principal component analysis. Machine learning techniques have recently been introduced for use in identifying diseases and biomarkers of disease. The machine learning technique most widely used by neuroscientists is classification-especially support vector machine classification. Several studies differentiated patients with psychiatric diseases and healthy controls with using combined datasets. The common conclusion among these studies is that the prediction of diseases increases when combining data via MN techniques; however, there remain a few challenges associated with MN, such as sample size. Perhaps in the future N-way fusion can be used to combine multiple neuroimaging techniques or nonimaging predictors (eg, cognitive ability) to overcome the limitations of MN.

Video Kills the Lecturing Star: New Technologies and the Teaching of Meterology.

ERIC Educational Resources Information Center

Sumner, Graham

1984-01-01

The educational potential of time-lapse video sequences and weather data obtained using a conventional microcomputer are considered in the light of recent advances in both fields. Illustrates how videos and microcomputers can be used to study clouds in meteorology classes. (RM)

Exploring Novice Teachers' Cognitive Processes Using Digital Video Technology: A Qualitative Case Study

ERIC Educational Resources Information Center

Sun-Ongerth, Yuelu

2012-01-01

This dissertation describes a qualitative case study that investigated novice teachers' video-aided reflection on their own teaching. To date, most studies that have investigated novice teachers' video-aided reflective practice have focused on examining novice teachers' levels of reflective writing rather than the cognitive…

Variability in the Effectiveness of a Video Modeling Intervention Package for Children with Autism

ERIC Educational Resources Information Center

Plavnick, Joshua B.; MacFarland, Mari C.; Ferreri, Summer J.

2015-01-01

Video modeling is an evidence-based instructional strategy for teaching a variety of skills to individuals with autism. Despite the effectiveness of this strategy, there is some uncertainty regarding the conditions under which video modeling is likely to be effective. The present investigation examined the differential effectiveness of video…

Reviews Website: Online Graphing Calculator Video Clip: Learning From the News Phone App: Graphing Calculator Book: Challenge and Change: A History of the Nuffield A-Level Physics Project Book: SEP Sound Book: Reinventing Schools, Reforming Teaching Book: Physics and Technology for Future Presidents iPhone App: iSeismometer Web Watch

NASA Astrophysics Data System (ADS)

2011-01-01

WE RECOMMEND Online Graphing Calculator Calculator plots online graphs Challenge and Change: A History of the Nuffield A-Level Physics Project Book delves deep into the history of Nuffield physics SEP Sound Booklet has ideas for teaching sound but lacks some basics Reinventing Schools, Reforming Teaching Fascinating book shows how politics impacts on the classroom Physics and Technology for Future Presidents A great book for teaching physics for the modern world iSeismometer iPhone app teaches students about seismic waves WORTH A LOOK Teachers TV Video Clip Lesson plan uses video clip to explore new galaxies Graphing Calculator App A phone app that handles formulae and graphs WEB WATCH Physics.org competition finds the best websites

A Comparison of the Effects of Direct Modeling and Video Modeling Provided by Peers to Students with Autism Who Are Attending in Rural Play Teaching in an Inclusive Setting

ERIC Educational Resources Information Center

Odluyurt, Serhat

2013-01-01

In the present research, the peers of children with autism at primary school level and in an inclusive environment were taught using direct modeling and video modeling education processes, and it was observed whether or not they could effectively and efficiently teach how to play games to their friends with autism. This study used adapted…

Toward Using Games to Teach Fundamental Computer Science Concepts

ERIC Educational Resources Information Center

Edgington, Jeffrey Michael

2010-01-01

Video and computer games have become an important area of study in the field of education. Games have been designed to teach mathematics, physics, raise social awareness, teach history and geography, and train soldiers in the military. Recent work has created computer games for teaching computer programming and understanding basic algorithms. …

Teaching Complicated Conceptual Knowledge with Simulation Videos in Foundational Electrical Engineering Courses

ERIC Educational Resources Information Center

Chen, Baiyun; Wei, Lei; Li, Huihui

2016-01-01

Building a solid foundation of conceptual knowledge is critical for students in electrical engineering. This mixed-method case study explores the use of simulation videos to illustrate complicated conceptual knowledge in foundational communications and signal processing courses. Students found these videos to be very useful for establishing…

Neuroimaging with functional near infrared spectroscopy: From formation to interpretation

NASA Astrophysics Data System (ADS)

Herrera-Vega, Javier; Treviño-Palacios, Carlos G.; Orihuela-Espina, Felipe

2017-09-01

Functional Near Infrared Spectroscopy (fNIRS) is gaining momentum as a functional neuroimaging modality to investigate the cerebral hemodynamics subsequent to neural metabolism. As other neuroimaging modalities, it is neuroscience's tool to understand brain systems functions at behaviour and cognitive levels. To extract useful knowledge from functional neuroimages it is critical to understand the series of transformations applied during the process of the information retrieval and how they bound the interpretation. This process starts with the irradiation of the head tissues with infrared light to obtain the raw neuroimage and proceeds with computational and statistical analysis revealing hidden associations between pixels intensities and neural activity encoded to end up with the explanation of some particular aspect regarding brain function.To comprehend the overall process involved in fNIRS there is extensive literature addressing each individual step separately. This paper overviews the complete transformation sequence through image formation, reconstruction and analysis to provide an insight of the final functional interpretation.

Neuroimaging: A Window to the Neurological Foundations of Learning and Behavior in Children.

ERIC Educational Resources Information Center

Lyon, G. Reid, Ed.; Rumsey, Judith M., Ed.

This book presents 11 papers on the use of neuroimaging technology in brain-related disorders. The text contains full-color neuroimaging scans and provides both theoretical and methodological explanations of the various neuroimaging techniques and their application to developmental disorders in children. The papers are grouped into three sections,…

Video modeling to train staff to implement discrete-trial instruction.

PubMed

Catania, Cynthia N; Almeida, Daniel; Liu-Constant, Brian; DiGennaro Reed, Florence D

2009-01-01

Three new direct-service staff participated in a program that used a video model to train target skills needed to conduct a discrete-trial session. Percentage accuracy in completing a discrete-trial teaching session was evaluated using a multiple baseline design across participants. During baseline, performances ranged from a mean of 12% to 63% accuracy. During video modeling, there was an immediate increase in accuracy to a mean of 98%, 85%, and 94% for each participant. Performance during maintenance and generalization probes remained at high levels. Results suggest that video modeling can be an effective technique to train staff to conduct discrete-trial sessions.

Deconstructing "Good Practice" Teaching Videos: An Analysis of Pre-Service Teachers' Reflections

ERIC Educational Resources Information Center

Ineson, Gwen; Voutsina, Chronoula; Fielding, Helen; Barber, Patti; Rowland, Tim

2015-01-01

Video clips of mathematics lessons are used extensively in pre-service teacher education and continuing professional development activities. Given course time constraints, an opportunity to critique these videos is not always possible. Because of this, and because pre-service teachers make extensive use of material found during internet searches,…

Gaming History: A Framework for What Video Games Teach about the Past

ERIC Educational Resources Information Center

Metzger, Scott Alan; Paxton, Richard J.

2016-01-01

This article offers a typological framework for analyzing how video games make use of historical elements, shaping the ways players engage with and think about the past. Phenomenologically induced labels are posited for identifying different deployments of and experiences with historical elements in video games, illustrated by examples drawn from…

Teaching Physics with Basketball

NASA Astrophysics Data System (ADS)

Chanpichai, N.; Wattanakasiwich, P.

2010-07-01

Recently, technologies and computer takes important roles in learning and teaching, including physics. Advance in technologies can help us better relating physics taught in the classroom to the real world. In this study, we developed a module on teaching a projectile motion through shooting a basketball. Students learned about physics of projectile motion, and then they took videos of their classmates shooting a basketball by using the high speed camera. Then they analyzed videos by using Tracker, a video analysis and modeling tool. While working with Tracker, students learned about the relationships between three kinematics graphs. Moreover, they learned about a real projectile motion (with an air resistance) through modeling tools. Students' abilities to interpret kinematics graphs were investigated before and after the instruction by using the Test of Understanding Graphs in Kinematics (TUG-K). The maximum normalized gain or is 0.77, which indicated students' improvement in determining displacement from the velocity-time graph. The minimum is 0.20, which indicated that most students still have difficulties interpreting the change in velocity from the acceleration-time graph. Results from evaluation questionnaires revealed that students also satisfied with the instructions that related physics contents to shooting basketball.

Undescended testis? How best to teach the physical examination.

PubMed

Zundel, S; Blumenstock, G; Herrmann-Werner, A; Trueck, M; Schmidt, A; Wiechers, S

2016-12-01

Undescended testis in boys is common. Guidelines recommend surgical treatment between the ages of 6 months and 2 years; nevertheless, orchidopexy is frequently performed at later ages. One reason is the belated diagnosis due to a perceived difficulty in the physical examination (PE) and correct localization of the testis. We aimed to find an effective method for teaching the physical examination of the testis in a child. An interdisciplinary team developed teaching sessions, including an educational video and a simulator. Medical students (n = 133) were randomized into three groups: self-study only, video, and video and simulator. The sessions were carried out and quantitative feedback was collected from the teachers and students. The learning achievements of the different groups were assessed with an objective structured clinical examination (OSCE). The differences in mean OSCE results between all three groups were tested using one-way analysis of variance (ANOVA). For multiple pairwise comparisons, a closed testing procedure was performed using unpaired t-tests. The self-study only group acquired the poorest results in the OSCE, with a mean score of 5.1 out of 10. The video-only-group reached a mean of 6.7, and the video-and-simulator group performed best with a mean score of 8.5. The differences between all three groups were found to be statistically significant, with P = 0.007. The attached figure illustrates this data. If analyzed in pairs, this difference was particularly apparent between the groups self-study only vs video and simulator, with P = 0.002. Qualitative feedback revealed doubtful effectiveness for educational videos, but positive reactions to training on a simulator. The poor results of the self-study-only group were in accordance with the literature, where textbook learning was found not to increase OSCE results. The effectiveness of video tutorials remains doubtful; studies focusing on this teaching method are divergent and the present

Neuroimaging: beginning to appreciate its complexities.

PubMed

Parens, Erik; Johnston, Josephine

2014-01-01

For over a century, scientists have sought to see through the protective shield of the human skull and into the living brain. Today, an array of technologies allows researchers and clinicians to create astonishingly detailed images of our brain's structure as well as colorful depictions of the electrical and physiological changes that occur within it when we see, hear, think and feel. These technologies-and the images they generate-are an increasingly important tool in medicine and science. Given the role that neuroimaging technologies now play in biomedical research, both neuroscientists and nonexperts should aim to be as clear as possible about how neuroimages are made and what they can-and cannot-tell us. Add to this that neuroimages have begun to be used in courtrooms at both the determination of guilt and sentencing stages, that they are being employed by marketers to refine advertisements and develop new products, that they are being sold to consumers for the diagnosis of mental disorders and for the detection of lies, and that they are being employed in arguments about the nature (or absence) of powerful concepts like free will and personhood, and the need for citizens to have a basic understanding of how this technology works and what it can and cannot tell us becomes even more pressing. © 2014 by The Hastings Center.

Digital Audio/Video for Computer- and Web-Based Instruction for Training Rural Special Education Personnel.

ERIC Educational Resources Information Center

Ludlow, Barbara L.; Foshay, John B.; Duff, Michael C.

Video presentations of teaching episodes in home, school, and community settings and audio recordings of parents' and professionals' views can be important adjuncts to personnel preparation in special education. This paper describes instructional applications of digital media and outlines steps in producing audio and video segments. Digital audio…

A Meta-Analysis of Video Modeling Interventions for Children and Adolescents with Emotional/Behavioral Disorders

ERIC Educational Resources Information Center

Clinton, Elias

2016-01-01

Video modeling is a non-punitive, evidence-based intervention that has been proven effective for teaching functional life skills and social skills to individuals with autism and developmental disabilities. Compared to the literature base on using video modeling for students with autism and developmental disabilities, fewer studies have examined…

The Shepherd's Crook Sign: A New Neuroimaging Pareidolia in Joubert Syndrome.

PubMed

Manley, Andrew T; Maertens, Paul M

2015-01-01

By pareidolically recognizing specific patterns indicative of particular diseases, neuroimagers reinforce their mnemonic strategies and improve their neuroimaging diagnostic skills. Joubert Syndrome (JS) is an autosomal recessive disorder characterized clinically by mental retardation, episodes of abnormal deep and rapid breathing, abnormal eye movements, and ataxia. Many neuroimaging signs characteristic of JS have been reported. In retrospective case study, two consanguineous neonates diagnosed with JS were evaluated with brain magnetic resonance imaging (MRI), computed tomography (CT), and neurosonography. Both cranial ultrasound and MRI of the brain showed the characteristic molar tooth sign. There was a shepherd's crook in the sagittal views of the posterior fossa where the shaft of the crook is made by the brainstem and the pons. The arc of the crook is made by the abnormal superior cerebellar peduncle and cerebellar hemisphere. By ultrasound, the shepherd's crook sign was seen through the posterior fontanelle only. CT imaging also showed the shepherd's crook sign. Neuroimaging diagnosis of JS, which already involves the pareidolical recognition of specific patterns indicative of the disease, can be improved by recognition of the shepherd's crook sign on MRI, CT, and cranial ultrasound. Copyright © 2014 by the American Society of Neuroimaging.

Videos for Teachers: Successful Teaching Strategies in Middle and High School Classrooms. [CD-ROM].

ERIC Educational Resources Information Center

Teachers Network, New York, NY.

This CD-ROM presents six videos that feature veteran middle and high school teachers in action in their classrooms. Each video offers links to supplemental education resources, including innovative lesson plans. The six videos are: "Monsters and Myths" (a humanities unit for middle school students); "The Bleeding Edge" (a thematic…

Thick Slice and Thin Slice Teaching Evaluations

ERIC Educational Resources Information Center

Tom, Gail; Tong, Stephanie Tom; Hesse, Charles

2010-01-01

Student-based teaching evaluations are an integral component to institutions of higher education. Previous work on student-based teaching evaluations suggest that evaluations of instructors based upon "thin slice" 30-s video clips of them in the classroom correlate strongly with their end of the term "thick slice" student evaluations. This study's…

Multimodal Neuroimaging in Schizophrenia: Description and Dissemination.

PubMed

Aine, C J; Bockholt, H J; Bustillo, J R; Cañive, J M; Caprihan, A; Gasparovic, C; Hanlon, F M; Houck, J M; Jung, R E; Lauriello, J; Liu, J; Mayer, A R; Perrone-Bizzozero, N I; Posse, S; Stephen, J M; Turner, J A; Clark, V P; Calhoun, Vince D

2017-10-01

In this paper we describe an open-access collection of multimodal neuroimaging data in schizophrenia for release to the community. Data were acquired from approximately 100 patients with schizophrenia and 100 age-matched controls during rest as well as several task activation paradigms targeting a hierarchy of cognitive constructs. Neuroimaging data include structural MRI, functional MRI, diffusion MRI, MR spectroscopic imaging, and magnetoencephalography. For three of the hypothesis-driven projects, task activation paradigms were acquired on subsets of ~200 volunteers which examined a range of sensory and cognitive processes (e.g., auditory sensory gating, auditory/visual multisensory integration, visual transverse patterning). Neuropsychological data were also acquired and genetic material via saliva samples were collected from most of the participants and have been typed for both genome-wide polymorphism data as well as genome-wide methylation data. Some results are also presented from the individual studies as well as from our data-driven multimodal analyses (e.g., multimodal examinations of network structure and network dynamics and multitask fMRI data analysis across projects). All data will be released through the Mind Research Network's collaborative informatics and neuroimaging suite (COINS).

Teaching English Using Video Materials: Design and Delivery of a Practical Course

ERIC Educational Resources Information Center

Lopez-Alvarado, Julio

2017-01-01

In this paper, a practical course for listening, speaking, reading and writing was designed using authentic video material. The aim of this paper is to offer tools to the TEFL teacher in order to design new course materials using video material. The development procedure is explained in detail, and the underpinning main theories are also…

Responsible Reporting: Neuroimaging News in the Age of Responsible Research and Innovation.

PubMed

de Jong, Irja Marije; Kupper, Frank; Arentshorst, Marlous; Broerse, Jacqueline

2016-08-01

Besides offering opportunities in both clinical and non-clinical domains, the application of novel neuroimaging technologies raises pressing dilemmas. 'Responsible Research and Innovation' (RRI) aims to stimulate research and innovation activities that take ethical and social considerations into account from the outset. We previously identified that Dutch neuroscientists interpret "responsible innovation" as educating the public on neuroimaging technologies via the popular press. Their aim is to mitigate (neuro)hype, an aim shared with the wider emerging RRI community. Here, we present results of a media-analysis undertaken to establish whether the body of articles in the Dutch popular press presents balanced conversations on neuroimaging research to the public. We found that reporting was mostly positive and framed in terms of (healthcare) progress. There was rarely a balance between technology opportunities and limitations, and even fewer articles addressed societal or ethical aspects of neuroimaging research. Furthermore, neuroimaging metaphors seem to favour oversimplification. Current reporting is therefore more likely to enable hype than to mitigate it. How can neuroscientists, given their self-ascribed social responsibility, address this conundrum? We make a case for a collective and shared responsibility among neuroscientists, journalists and other stakeholders, including funders, committed to responsible reporting on neuroimaging research.

Similarities and Differences in Neuroimaging.

PubMed

Sun, Yan-Kun; Sun, Yan; Lin, Xiao; Lu, Lin; Shi, Jie

2017-01-01

Addiction is a chronically relapsing disease characterized by drug intoxication, craving, bingeing, and withdrawal with loss of control. An increasing number of studies have indicated that non-substance addiction, like internet addiction and pathological gambling, share clinical, phenomenological, and biological features with substance addiction. With the development of imaging technology in the past three decades, neuroimaging studies have provided information on the neurobiological effects, and revealed neurochemical and functional changes in the brains of both drug-addicted and non-substance addicted subjects. Imaging techniques play a more critical role in understanding the neuronal processes of addiction and will lead the direction in future research for medication development of addiction treatment, especially for non-substance addiction, which shares an increasing percentage of addiction disorder. This article will review the similarities and differences between substance and non-substance addiction based on neuroimaging studies that may provide clues for future study on these two main kinds of addiction, especially the growing non-substance addiction.

Teaching with Web-Based Videos: Helping Students Grasp the Science in Popular Online Resources

ERIC Educational Resources Information Center

Pace, Barbara G.; Jones, Linda Cronin

2009-01-01

Today, the use of web-based videos in science classrooms is becoming more and more commonplace. However, these videos are often fast-paced and information rich--science concepts can be fragmented and embedded within larger cultural issues. This article addresses the cognitive difficulties posed by many web-based science videos. Drawing on concepts…

Surgical video recording with a modified GoPro Hero 4 camera.

PubMed

Lin, Lily Koo

2016-01-01

Surgical videography can provide analytical self-examination for the surgeon, teaching opportunities for trainees, and allow for surgical case presentations. This study examined if a modified GoPro Hero 4 camera with a 25 mm lens could prove to be a cost-effective method of surgical videography with enough detail for oculoplastic and strabismus surgery. The stock lens mount and lens were removed from a GoPro Hero 4 camera, and was refitted with a Peau Productions SuperMount and 25 mm lens. The modified GoPro Hero 4 camera was then fixed to an overhead surgical light. Camera settings were set to 1080p video resolution. The 25 mm lens allowed for nine times the magnification as the GoPro stock lens. There was no noticeable video distortion. The entire cost was less than 600 USD. The adapted GoPro Hero 4 with a 25 mm lens allows for high-definition, cost-effective, portable video capture of oculoplastic and strabismus surgery. The 25 mm lens allows for detailed videography that can enhance surgical teaching and self-examination.

The Effects of Guided Video Analysis on Teacher Candidates' Reflective Ability and Instructional Skills

ERIC Educational Resources Information Center

Nagro, Sarah A.; deBettencourt, Laurie U.; Rosenberg, Michael S.; Carran, Deborah T.; Weiss, Margaret P.

2017-01-01

Internships are central to teacher preparation, but many novice teachers do not feel such student teaching experiences prepared them for teaching realities. The purpose of this quasi-experimental study was to understand the effects of guiding teacher candidates through common video-recording and self-reflection activities during student teaching…

Making Sure What You See Is What You Get: Digital Video Technology and the Preparation of Teachers of Elementary Science

ERIC Educational Resources Information Center

Bueno de Mesquita, Paul; Dean, Ross F.; Young, Betty J.

2010-01-01

Advances in digital video technology create opportunities for more detailed qualitative analyses of actual teaching practice in science and other subject areas. User-friendly digital cameras and highly developed, flexible video-analysis software programs have made the tasks of video capture, editing, transcription, and subsequent data analysis…

The Effects of Cultural Video Resources on Teaching and Learning Korean Language

ERIC Educational Resources Information Center

Roh, Jaemin

2011-01-01

This dissertation sought to evaluate the potential of a customized, video-based instructional method, the Cultural Video Project (CVP), which was designed to meet the needs of both heritage and non-heritage students learning Korean as a second language in a university setting. The goal of this study was to design and create the CVP, document the…

Incorporating Video-Mediated Reflective Tasks in MATESOL Programs

ERIC Educational Resources Information Center

Payant, Caroline

2014-01-01

Unlike the observed trends in general teacher education, the use of videos as a reflective tool with preservice English as a Second Language (ESL) teachers remains underexplored in MATESOL (Master of Arts in Teaching English to Speakers of Other Languages) programs. The present qualitative study examined how 5 nonnative- speaking preservice…

Interactive Music Video Games and Children's Musical Development

ERIC Educational Resources Information Center

Gower, Lily; McDowall, Janet

2012-01-01

Interactive music video games are a readily available, mainstream technology but they are not generally seen as educative tools. Nor are they established within school teaching and learning environments. This study investigated children's use of these games from a music education perspective. Nine children, aged 9-11 years, and two specialist…

Linking Essential Tremor to the Cerebellum-Neuroimaging Evidence.

PubMed

Cerasa, Antonio; Quattrone, Aldo

2016-06-01

Essential tremor (ET) is the most common pathological tremor disorder in the world, and post-mortem evidence has shown that the cerebellum is the most consistent area of pathology in ET. In the last few years, advanced neuroimaging has tried to confirm this evidence. The aim of the present review is to discuss to what extent the evidence provided by this field of study may be generalised. We performed a systematic literature search combining the terms ET with the following keywords: MRI, VBM, MRS, DTI, fMRI, PET and SPECT. We summarised and discussed each study and placed the results in the context of existing knowledge regarding the cerebellar involvement in ET. A total of 51 neuroimaging studies met our search criteria, roughly divided into 19 structural and 32 functional studies. Despite clinical and methodological differences, both functional and structural imaging studies showed similar findings but without defining a clear topography of neurodegeneration. Indeed, the vast majority of studies found functional and structural abnormalities in several parts of the anterior and posterior cerebellar lobules, but it remains to be established to what degree these neural changes contribute to clinical symptoms of ET. Currently, advanced neuroimaging has confirmed the involvement of the cerebellum in pathophysiological processes of ET, although a high variability in results persists. For this reason, the translation of this knowledge into daily clinical practice is again partially limited, although new advanced multivariate neuroimaging approaches (machine-learning) are proving interesting changes of perspective.

Teaching Note--Using TED Talks in the Social Work Classroom: Encouraging Student Engagement and Discourse

ERIC Educational Resources Information Center

Loya, Melody Aye; Klemm, Terri

2016-01-01

Focusing on TED Talks (online videos) as a resource for social work educators, this teaching note shares our ideas regarding the use of the online videos as an avenue for reaching students and encouraging discussions in the social work classroom. The article first explores the TED platform and then discusses using TED as a teaching tool. Finally,…

Digital video clips for improved pedagogy and illustration of scientific research — with illustrative video clips on atomic spectrometry

NASA Astrophysics Data System (ADS)

Michel, Robert G.; Cavallari, Jennifer M.; Znamenskaia, Elena; Yang, Karl X.; Sun, Tao; Bent, Gary

1999-12-01

This article is an electronic publication in Spectrochimica Acta Electronica (SAE), a section of Spectrochimica Acta Part B (SAB). The hardcopy text is accompanied by an electronic archive, stored on the CD-ROM accompanying this issue. The archive contains video clips. The main article discusses the scientific aspects of the subject and explains the purpose of the video files. Short, 15-30 s, digital video clips are easily controllable at the computer keyboard, which gives a speaker the ability to show fine details through the use of slow motion. Also, they are easily accessed from the computer hard drive for rapid extemporaneous presentation. In addition, they are easily transferred to the Internet for dissemination. From a pedagogical point of view, the act of making a video clip by a student allows for development of powers of observation, while the availability of the technology to make digital video clips gives a teacher the flexibility to demonstrate scientific concepts that would otherwise have to be done as 'live' demonstrations, with all the likely attendant misadventures. Our experience with digital video clips has been through their use in computer-based presentations by undergraduate and graduate students in analytical chemistry classes, and by high school and middle school teachers and their students in a variety of science and non-science classes. In physics teaching laboratories, we have used the hardware to capture digital video clips of dynamic processes, such as projectiles and pendulums, for later mathematical analysis.

Basic echocardiography for undergraduate students: a comparison of different peer-teaching approaches.

PubMed

Gradl-Dietsch, G; Menon, A K; Gürsel, A; Götzenich, A; Hatam, N; Aljalloud, A; Schrading, S; Hölzl, F; Knobe, M

2018-02-01

The aim of this study was to assess the impact of different teaching interventions in a peer-teaching environment on basic echocardiography skills and to examine the influence of gender on learning outcomes. We randomly assigned 79 s year medical students (55 women, 24 men) to one of four groups: peer teaching (PT), peer teaching using Peyton's four-step approach (PPT), team based learning (TBL) and video-based learning (VBL). All groups received theoretical and practical hands-on training according to the different approaches. Using a pre-post-design we assessed differences in theoretical knowledge [multiple choice (MC) exam], practical skills (Objective Structured Practical Examination, OSPE) and evaluation results with respect to gender. There was a significant gain in theoretical knowledge for all students. There were no relevant differences between the four groups regarding the MC exam and OSPE results. The majority of students achieved good or very good results. Acceptance of the peer-teaching concept was moderate and all students preferred medical experts to peer tutors even though the overall rating of the instructors was fairly good. Students in the Video group would have preferred a different training method. There was no significant effect of gender on evaluation results. Using different peer-teaching concepts proved to be effective in teaching basic echocardiography. Gender does not seem to have an impact on effectiveness of the instructional approach. Qualitative analysis revealed limited acceptance of peer teaching and especially of video-based instruction.

Do Visual Aids Really Matter? A Comparison of Student Evaluations before and after Embedding Visuals into Video Lectures

ERIC Educational Resources Information Center

Fish, Kristine; Mun, Jungwon; A'Jontue, RoseAnn

2016-01-01

Educational webcasts or video lectures as a teaching tool and a form of visual aid have become widely used with the rising prevalence of online and blended courses and with the increase of web-based video materials. Thus, research pertaining to factors enhancing the effectiveness of video lectures, such as number of visual aids, is critical. This…

Running Neuroimaging Applications on Amazon Web Services: How, When, and at What Cost?

PubMed

Madhyastha, Tara M; Koh, Natalie; Day, Trevor K M; Hernández-Fernández, Moises; Kelley, Austin; Peterson, Daniel J; Rajan, Sabreena; Woelfer, Karl A; Wolf, Jonathan; Grabowski, Thomas J

2017-01-01

The contribution of this paper is to identify and describe current best practices for using Amazon Web Services (AWS) to execute neuroimaging workflows "in the cloud." Neuroimaging offers a vast set of techniques by which to interrogate the structure and function of the living brain. However, many of the scientists for whom neuroimaging is an extremely important tool have limited training in parallel computation. At the same time, the field is experiencing a surge in computational demands, driven by a combination of data-sharing efforts, improvements in scanner technology that allow acquisition of images with higher image resolution, and by the desire to use statistical techniques that stress processing requirements. Most neuroimaging workflows can be executed as independent parallel jobs and are therefore excellent candidates for running on AWS, but the overhead of learning to do so and determining whether it is worth the cost can be prohibitive. In this paper we describe how to identify neuroimaging workloads that are appropriate for running on AWS, how to benchmark execution time, and how to estimate cost of running on AWS. By benchmarking common neuroimaging applications, we show that cloud computing can be a viable alternative to on-premises hardware. We present guidelines that neuroimaging labs can use to provide a cluster-on-demand type of service that should be familiar to users, and scripts to estimate cost and create such a cluster.

Classical hallucinogens and neuroimaging: A systematic review of human studies: Hallucinogens and neuroimaging.

PubMed

Dos Santos, Rafael G; Osório, Flávia L; Crippa, José Alexandre S; Hallak, Jaime E C

2016-12-01

Serotonergic hallucinogens produce alterations of perceptions, mood, and cognition, and have anxiolytic, antidepressant, and antiaddictive properties. These drugs act as agonists of frontocortical 5-HT 2A receptors, but the neural basis of their effects are not well understood. Thus, we conducted a systematic review of neuroimaging studies analyzing the effects of serotonergic hallucinogens in man. Studies published in the PubMed, Lilacs, and SciELO databases until 12 April 2016 were included using the following keywords: "ayahuasca", "DMT", "psilocybin", "LSD", "mescaline" crossed one by one with the terms "mri", "fmri", "pet", "spect", "imaging" and "neuroimaging". Of 279 studies identified, 25 were included. Acute effects included excitation of frontolateral/frontomedial cortex, medial temporal lobe, and occipital cortex, and inhibition of the default mode network. Long-term use was associated with thinning of the posterior cingulate cortex, thickening of the anterior cingulate cortex, and decreased neocortical 5-HT 2A receptor binding. Despite the high methodological heterogeneity and the small sample sizes, the results suggest that hallucinogens increase introspection and positive mood by modulating brain activity in the fronto-temporo-parieto-occipital cortex. Copyright © 2016 Elsevier Ltd. All rights reserved.

Brain-Based Teaching Strategies for Improving Students' Memory, Learning, and Test-Taking Success

ERIC Educational Resources Information Center

Willis, Judy

2007-01-01

The past two decades have provided extraordinary progress in our understanding of the nature of learning. Never before have neuroscience and classroom instruction been so closely linked. Now, educators can find evidence-based neuroimaging and brain-mapping studies to determine the most effective ways to teach, as advances in technology enable…

The Effect of the Use of Video Texts on ESL Listening Test-Taker Performance

ERIC Educational Resources Information Center

Wagner, Elvis

2010-01-01

Video is widely used in the teaching of L2 listening, and SLA researchers have argued that the visual components of spoken texts are useful for the listener in comprehending aural information. Yet video texts are rarely used on tests of L2 listening ability, perhaps in part due to the belief that including the visual channel involves assessing…

Teacher Educators Struggling to Make Complex Practice Explicit: Distancing Teaching through Video

ERIC Educational Resources Information Center

Klein, Emily J.; Taylor, Monica

2017-01-01

This self-study examines our use of video with a cohort of preservice teachers as a means to address the challenges we face as teacher educators who are working with candidates in extensive clinical practice. We came to video as a nuanced way to discuss and make meaning of complex practice and as a means of bridging theory and practice. We found…

Integration of a neuroimaging processing pipeline into a pan-canadian computing grid

NASA Astrophysics Data System (ADS)

Lavoie-Courchesne, S.; Rioux, P.; Chouinard-Decorte, F.; Sherif, T.; Rousseau, M.-E.; Das, S.; Adalat, R.; Doyon, J.; Craddock, C.; Margulies, D.; Chu, C.; Lyttelton, O.; Evans, A. C.; Bellec, P.

2012-02-01

The ethos of the neuroimaging field is quickly moving towards the open sharing of resources, including both imaging databases and processing tools. As a neuroimaging database represents a large volume of datasets and as neuroimaging processing pipelines are composed of heterogeneous, computationally intensive tools, such open sharing raises specific computational challenges. This motivates the design of novel dedicated computing infrastructures. This paper describes an interface between PSOM, a code-oriented pipeline development framework, and CBRAIN, a web-oriented platform for grid computing. This interface was used to integrate a PSOM-compliant pipeline for preprocessing of structural and functional magnetic resonance imaging into CBRAIN. We further tested the capacity of our infrastructure to handle a real large-scale project. A neuroimaging database including close to 1000 subjects was preprocessed using our interface and publicly released to help the participants of the ADHD-200 international competition. This successful experiment demonstrated that our integrated grid-computing platform is a powerful solution for high-throughput pipeline analysis in the field of neuroimaging.

The 100 most-cited articles in neuroimaging: A bibliometric analysis.

PubMed

Kim, Hye Jeong; Yoon, Dae Young; Kim, Eun Soo; Lee, Kwanseop; Bae, Jong Seok; Lee, Ju-Hun

2016-10-01

The purpose of our study was to identify and characterize the 100 most-cited articles in neuroimaging. Based on the database of Journal Citation Reports, we selected 669 journals that were considered as potential outlets for neuroimaging articles. The Web of Science search tools were used to identify the 100 most-cited articles relevant to neuroimaging within the selected journals. The following information was recorded for each article: publication year, journal, category and impact factor of journal, number of citations, number of annual citations, authorship, department, institution, country, article type, imaging technique used, and topic. The 100 most-cited articles in neuroimaging were published between 1980 and 2012, with 1995-2004 producing 69 articles. Citations ranged from 4384 to 673 and annual citations ranged from 313.1 to 24.9. The majority of articles were published in radiology/imaging journals (n=75), originated in the United States (n=58), were original articles (n=63), used MRI as imaging modality (n=85), and dealt with imaging technique (n=45). The Oxford Centre for Functional Magnetic Resonance Imaging of the Brain at John Radcliffe Hospital (n=10) was the leading institutions and Karl J. Friston (n=11) was the most prolific author. Our study presents a detailed list and an analysis of the 100 most-cited articles in the field of neuroimaging, which provides an insight into historical developments and allows for recognition of the important advances in this field. Copyright © 2016 Elsevier Inc. All rights reserved.

Teaching Electric Fences: The Physics Behind the Brainiac Video

NASA Astrophysics Data System (ADS)

Vollmer, Michael

2016-11-01

In many states, electric fences are used to prevent animals from leaving a designated area, for example for grazing. They are quite well known by most students and can therefore serve as daily-life examples of electric circuits. Besides helping to grasp the ideas of Kirchhoff's laws for voltages and currents in circuits according to loop and junction rules, they can also serve as introduction to the topic of conduction of electricity by humans and respective effects (in contrast to electric fences, the latter can also be studied experimentally in the classroom). Here we provide background information on the circuit diagrams of electrical fences that also explains the so-called Brainiac YouTube videos on the topic. While electric fences are designed not to be dangerous to humans or animals due to the short duration of the electrical pulses, students and teachers are strongly discouraged from attempting to replicate the scenes enacted in the video.

"Deja Vu"? A Decade of Research on Language Laboratories, Television and Video in Language Learning

ERIC Educational Resources Information Center

Vanderplank, Robert

2010-01-01

The developments in the last ten years in the form of DVD, streaming video, video on demand, interactive television and digital language laboratories call for an assessment of the research into language teaching and learning making use of these technologies and the learning paradigms underpinning them. This paper surveys research on language…

Equipment issues regarding the collection of video data for research

NASA Astrophysics Data System (ADS)

Kung, Rebecca Lippmann; Kung, Peter; Linder, Cedric

2005-12-01

Physics education research increasingly makes use of video data for analysis of student learning and teaching practice. Collection of these data is conceptually simple but execution is often fraught with costly and time-consuming complications. This pragmatic paper discusses the development of systems to record and permanently archive audio and video data in real-time. We focus on a system based upon consumer video DVD recorders, but also give an overview of other technologies and detail issues common to all systems. We detail common yet unexpected complications, particularly with regard to sound quality and compatibility with transcription software. Information specific to fixed and transportable systems, other technology options, and generic and specific equipment recommendations are given in supplemental appendices

Using Video Modeling as an Anti-bullying Intervention for Children with Autism Spectrum Disorder.

PubMed

Rex, Catherine; Charlop, Marjorie H; Spector, Vicki

2018-03-07

In the present study, we used a multiple baseline design across participants to assess the efficacy of a video modeling intervention to teach six children with autism spectrum disorder (ASD) to assertively respond to bullying. During baseline, the children made few appropriate responses upon viewing video clips of bullying scenarios. During the video modeling intervention, participants viewed videos of models assertively responding to three types of bullying: physical, verbal bullying, and social exclusion. Results indicated that all six children learned through video modeling to make appropriate assertive responses to bullying scenarios. Four of the six children demonstrated learning in the in situ bullying probes. The results are discussed in terms of an intervention for victims of bullying with ASD.

Simulating video-assisted thoracoscopic lobectomy: a virtual reality cognitive task simulation.

PubMed

Solomon, Brian; Bizekis, Costas; Dellis, Sophia L; Donington, Jessica S; Oliker, Aaron; Balsam, Leora B; Zervos, Michael; Galloway, Aubrey C; Pass, Harvey; Grossi, Eugene A

2011-01-01

Current video-assisted thoracoscopic surgery training models rely on animals or mannequins to teach procedural skills. These approaches lack inherent teaching/testing capability and are limited by cost, anatomic variations, and single use. In response, we hypothesized that video-assisted thoracoscopic surgery right upper lobe resection could be simulated in a virtual reality environment with commercial software. An anatomy explorer (Maya [Autodesk Inc, San Rafael, Calif] models of the chest and hilar structures) and simulation engine were adapted. Design goals included freedom of port placement, incorporation of well-known anatomic variants, teaching and testing modes, haptic feedback for the dissection, ability to perform the anatomic divisions, and a portable platform. Preexisting commercial models did not provide sufficient surgical detail, and extensive modeling modifications were required. Video-assisted thoracoscopic surgery right upper lobe resection simulation is initiated with a random vein and artery variation. The trainee proceeds in a teaching or testing mode. A knowledge database currently includes 13 anatomic identifications and 20 high-yield lung cancer learning points. The "patient" is presented in the left lateral decubitus position. After initial camera port placement, the endoscopic view is displayed and the thoracoscope is manipulated via the haptic device. The thoracoscope port can be relocated; additional ports are placed using an external "operating room" view. Unrestricted endoscopic exploration of the thorax is allowed. An endo-dissector tool allows for hilar dissection, and a virtual stapling device divides structures. The trainee's performance is reported. A virtual reality cognitive task simulation can overcome the deficiencies of existing training models. Performance scoring is being validated as we assess this simulator for cognitive and technical surgical education. Copyright © 2011. Published by Mosby, Inc.

How can video supported reflection enhance teachers' professional development?

NASA Astrophysics Data System (ADS)

McCullagh, John F.

2012-03-01

This paper responds to Eva Lundqvist, Jonas Almqvist and Leif Ostman's account of how the manner of teaching can strongly influence pupil learning by recommending video supported reflection as a means by which teachers can transform the nature of their practice. Given the complex nature of the many conditions which influence and control teachers' actions the reframing of routine practice through reflection-in-action can prove challenging. This response paper describes how video can empower teachers to take greater control of their progress and allows for a more social constructivist approach to professional development. Along with a consideration of the difficulties associated with the notion of `reflection' and a short case study, the paper uses Lev Semenovich Vygotsky's zone of proximal development and the notion of scaffolding to propose that video offers a Video Supported Zone of Proximal Development which can ease the process of teacher development. In capturing permanent and exchangeable representations of practice video encourages a collaborative approach to reflection and is consistent with the original ideas of John Dewey.

Nipype: a flexible, lightweight and extensible neuroimaging data processing framework in python.

PubMed

Gorgolewski, Krzysztof; Burns, Christopher D; Madison, Cindee; Clark, Dav; Halchenko, Yaroslav O; Waskom, Michael L; Ghosh, Satrajit S

2011-01-01

Current neuroimaging software offer users an incredible opportunity to analyze their data in different ways, with different underlying assumptions. Several sophisticated software packages (e.g., AFNI, BrainVoyager, FSL, FreeSurfer, Nipy, R, SPM) are used to process and analyze large and often diverse (highly multi-dimensional) data. However, this heterogeneous collection of specialized applications creates several issues that hinder replicable, efficient, and optimal use of neuroimaging analysis approaches: (1) No uniform access to neuroimaging analysis software and usage information; (2) No framework for comparative algorithm development and dissemination; (3) Personnel turnover in laboratories often limits methodological continuity and training new personnel takes time; (4) Neuroimaging software packages do not address computational efficiency; and (5) Methods sections in journal articles are inadequate for reproducing results. To address these issues, we present Nipype (Neuroimaging in Python: Pipelines and Interfaces; http://nipy.org/nipype), an open-source, community-developed, software package, and scriptable library. Nipype solves the issues by providing Interfaces to existing neuroimaging software with uniform usage semantics and by facilitating interaction between these packages using Workflows. Nipype provides an environment that encourages interactive exploration of algorithms, eases the design of Workflows within and between packages, allows rapid comparative development of algorithms and reduces the learning curve necessary to use different packages. Nipype supports both local and remote execution on multi-core machines and clusters, without additional scripting. Nipype is Berkeley Software Distribution licensed, allowing anyone unrestricted usage. An open, community-driven development philosophy allows the software to quickly adapt and address the varied needs of the evolving neuroimaging community, especially in the context of increasing demand for